- Use scale models or scale drawings.
II.MultipleIntelligences
- There are several different components to this lesson.
- First, we can start with the basic information to write the formula for finding the area of similar polygons. In
working through this section, use an example on the board and take the students through each step in the text
as you do the work out on the board. This will help them to “see” where the formula really comes from. - The next section is on scale drawings and scale models.
- One of the best ways for the students to understand scale drawings is to complete one.
- You could break the students off into pairs and have them create a scale drawing of the classroom. Allow
students to use chart paper, rulers, tape measures, colored pencils and to create their own scale for the diagram. - Have students work in pairs to complete the table. You could also expand this activity and add Mt. Everest to
the table. - The section on the giant can be fun. Ask the students to create a drawing to show how there aren’t any twelve
foot giants. They can use the information in the text as a guide. - Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intraper-
sonal.
III.SpecialNeeds/Modifications
- Review perimeter.
- Review area of different figures.
- Review Pythagorean Theorem.
- Review finding the area of a rhombus.
- Define squaring a number.
IV.AlternativeAssessment
- Use observation and student work product to assess student understanding.
- You can collect work for a class work grade when students are finished.
Circumference and Arc Length
I.SectionObjectives
- Understand the basic idea of a limit.
- Calculate the circumference of a circle.
- Calculate the length of an arc of a circle.
II.MultipleIntelligences
- When working through this lesson, it is a good idea to begin by reviewing previously learned information
about a circle. - Have students brainstorm a list and then write them on the board.
- These include the labels for radius, diameter, center angle, arc, interior, etc.
- Also review that there are 360◦in a circle.
- Then move on to the measurement for pi and having students understand the measurement for pi.
- Use the exploration in the text for this.
Chapter 4. Geometry TE - Differentiated Instruction