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Lesson Planning Sheet Title: Area of Parallelograms and Trapeziums Learning Objectives: By the end of the lesson: All students should be able to calculate the area of a parallelogram using the formula Most students should be able to calculate the area of a parallelogram and trapezium using the formulae & ( )

Some students should be able to calculate the area of compound shapes involving parallelograms and trapeziums. Keywords: Parallelogram, Trapezium, Perpendicular Height, Area, Compound, Rectangle Learning Activities Starter/Introduction Students recap calculating the area of compound shapes. Encourage the students to split the shape into individual rectangles and triangles rather than counting the inside squares although for some, this may be the most suitable method. Have the class attempt the problem on miniwhiteboards that are later presented to you so that alternative methods can be seen and discussed. Development To discover the area of a parallelogram as A=bh the students should create their own by drawing the shape on coloured card and cutting it out. When the parallelograms are created set the students the task of creating a rectangle of equal area from the shape. From this, the students should be able to derive the formula A = bh and understand that h represents the perpendicular as opposed to the length of the slanted edge. The Parallelogram on the second slide is split into a trapezium and triangle with the right slide being movable so that the teacher can demonstrate what the students have discovered for themselves. For the trapezium use the YouTube video to derive as ( ) from a rectangle and triangle. Resources: Mini-Whiteboards Pencils Card Scissors Rulers Trapezium Proof Video

However, it is often wise to provide the formula for them depending on the ability of the class. Students will need to have a written record of these two formulae with the corresponding shapes. Work through the two shapes in red on the third slide with the students then pose the shapes in green that are hidden behind the black rectangle, for the students to attempt on miniwhiteboards. When ready the class could work through the problems on the fourth slide independently. The main difference with these questions is that students now need to identify which lengths are necessary to use with the formulae. Feedback to the students throughout so that pace is maintained. Plenary The question on the fifth slide is intended to apply all three learning objectives so that an accurate assessment of progress can be made. It may be necessary to discuss the approach and strategy needed to reach the solution with the class before they begin. Encourage the students to work in pairs on a single whiteboard so that peer support helps all to achieve.

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Differentiation More able: Students could be given the area of the shapes and asked to determine the dimensions and possible perimeters. By working the problem backwards in this way the concept is applied at a deeper level of understanding. Students could prove the formula for the area of a trapezium by considering it a triangle and rectangle. Less Able Students may need to draw the shapes on cm square paper and count the squares inside. The area of each shape may need to be taught as separate and distinct lessons.