Teacher: Mr.

Seth Kurzynski

Grade Level: 9th and 10th Grade

Course: Geometry

Unit: Area

Essential Questions:
 How can we find the area of simple polygons?
 How can we use the areas of simple polygons to find the areas of more complex shapes?
 How are area and perimeter related in polygons?
 Where is area used in real world applications?

Unit Objectives:
1. By the end of the unit, students will be able to find the area of simple polygons such as
rectangles, parallelograms, trapezoids, kites and rhombuses.
2. By the end of the unit, students will be able to find the area of more complex shapes such
as nonagons, octagons, pentagons, etc.
3. By the end of the unit, students will be able to find the perimeter and area of a shape
using the ratio of side lengths.
4. By the end of the unit, students will be able to use interior angles to find the apothem of a
polygon.
5. By the end of the unit, students will be able to use trigonometric ratios to help them find
the area of various shapes.

Assessment:
 Preassessment at the beginning of every lesson
 Informal assessment during work time in class
 Formative assessment: group work in class
 Formative assessment: individual assessment on in class handout and closure activities
 Summative assessment: Test at the end of the unit

Table of Contents:

 Class Description
 Lesson Plan 1
 Lesson Plan 2
 Lesson Plan 3
 Lesson Plan 4
 Lesson Plan 5
Class Description: The class is comprised of 10 girls and 8 guys, majority being Caucasian

while 3 students are black, 2 guys and 1 girl, while 2 students, guy and girl, are Asian. The

class is about half ninth graders and half tenth graders as 8 are in tenth grade and 10 are in

ninth grade. Again, about half the students come from a traditional family background (11)

while the rest of the class has backgrounds of single parent family, divorced/separated

parents, and mixed family backgrounds.

After surveying the class at the start of the year, I found that the class had a variety of

interests including, sports, music, musicals, dance, art, reading, video games, chess, and other

activities. Majority of the students in the class play some sort of sport while 4 do not. There

is a good group of ninth graders, about 6, that are very involved in a lot of things at school,

while about 5 tenth graders are as well, while the rest of the class isn’t as involved but still do

something. Most of these students are fairly talkative and involved in class while a couple

are pretty quiet and stick to themselves. Of the rest of the class, majority are talkative, 3

overly, while 2 others are quiet as well. There are 3 students in the class that have some sort

of learning disability but they can still function just fine in class.

The school is in a rural community in Northwest Wisconsin and it is a small/medium size

school with about 700 students. The school runs on 50-minute class periods and my

geometry class runs for 9:00-9:50 each day. My general format of the class is to begin with

some sort of opener in the form of a number talk, review, or specific preassessment problem

followed by either a lecture with discussion or a group work activity that helps the students

learn the content. I occasionally will have students work with a partner during lectures and

we also usually have a group activity after any lecture that really aims at making the content

stick. The day ends with either an exit slip or a discussion about what we did for the day.
 Lesson Plan #1

National Standards
CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures.

21st Century Skill(s)

21.9-12.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating
different perspectives and cross cultural understanding, to increase innovation and the quality of
work.

21.9-12.ES.2
Essential Concept and/or Skill: Adapt to various roles and responsibilities and work flexibly in
climates of ambiguity and changing priorities.

Essential Question
How can we find the area of parallelograms and triangles and how are they related?

Objectives
By the end of class today, students will be able to describe how to find the area of rectangles,
parallelograms and triangles.

By the end of class today, students will be able to describe how to find the area of more complex
shapes that are comprised of rectangles, triangles and parallelograms.

Assessment
 Preassessment: number talk
 Informal assessment: walk around while students are doing group work
 Formative assessment: students will turn in group work
 Formative assessment: students will turn in exit slip

Anticipatory Set
 Number Talk (10 Minutes)
o Students will take a couple minutes and come up with an answer for the questions
“Would you rather have a rectangular bedroom with a length of 20ft and a
perimeter of 58ft or a length of 14ft and a perimeter of 56 ft?”
o I will have students get up and go to either side of the room depending on which
bedroom they would rather have.
o I will ask students how they went about looking at this problem and we will have
a short discussion as to how we could go about solving this. (preassessment)
  I will use blooms taxonomy to ask questions that help foster and assess
student comprehension and knowledge.

Teaching: Activities
 Lecture with discussion (20 Minutes)
o I will lead the students in a lecture about the area of rectangles, triangles, and
parallelograms.
o Students will take notes in their own notebooks.
o Students will have two different cups and they will switch the cups after each
slide to indicate that they have taken notes and understand the subject.
o As we go through the material, students will be encouraged to ask questions to
better understand the topics.
o Slide 3
 We will discuss how to find the area of a rectangle and the area of a
parallelogram.
 We will discuss the two different ways base and altitude work on a
parallelogram.
o Slide 4
 Students will use the definitions from the previous slide to find the area of
the two parallelograms.
o Slide 5
 We will discuss what to do when you need to find the missing dimension
of a parallelogram.
o Slide 6
 We will discuss the area of a triangle and how triangles can be used to
make parallelograms.
o Slide 7
 We will do a real-world problem about the area of a triangle together.
 I will emphasize how we need to remember the units we are in since the
problem asks for square feet.
o Slide 8
 We will finish with a problem that incorporates two different figures. This
will showcase how when finding the area of a figure we can break it up
into small figures and add their areas.
 Group activity (15 Minutes)
o I will put the students in 6 groups of 3. I will try to put one higher achieving, one
on grade level, and one lower level student in each group.
o Each group will receive a shape that can be cut into smaller rectangles,
parallelograms, and triangles. They will be tasked with finding the area of the
figure in inches using a ruler and what we learned today.
o Each group member will be assigned the role of either the planner, calculator or
recorder. The oldest student in the group will be the recorder while the youngest
will be the planner and the in between will be the calculator.
 o Each group will get a hand out that will tell them their job and give them space
for recording work (see attachment). Each group member must initial this paper
at the end and before going on to the next step. This will be turned in at the end
of the period. (formative assessment)
o The planner’s job will be to split the figure up into the different shapes we have
talked about today. They will also write down the equation for finding the total
area of the shape based on the smaller shapes they have drawn.
o The calculator will then measure all of the dimensions of the shape the planner
has indicated need measuring and they will share these for the recorder to write
down. They will also be responsible for calculating the area of each individual
shape and sharing them with the recorder.
o The recorder will record the groups findings throughout as well as make the final
calculation for the area of the whole shape based on the info they have been
provided from the recorder. They will also write their shapes are on the
whiteboard and tape their shape up as well.
o I will provide the students with what the actual area of their shape is and then we
will have a brief discussion on what went on during the activity.

Closure
 Exit Slip (5 minutes)
o Students will end class by drawing their own shape on a piece of paper and
writing in the dimensions and then finding the area of their shape. Students will
write it like a test question so they should only provide enough measurements for
someone to figure out the area of the figure (aka don’t label all measurements if
they aren’t needed).
o Students will turn this in at the end of class (formative assessment).

Independent Practice
 Page 619: 1-20

Materials
Precut shapes
Handouts for group activity
Green and Red cups for each student
Rulers

Duration
50 minutes
 Number Talk (10 Minutes)
 Lecture with discussion (20 Minutes)
 Group activity (15 Minutes)
 Exit Slip (5 Minutes)

“I Can” Statement
I can find the area of parallelograms and triangles and use those areas to find the are of more
complex shapes.
Chapter 10.1 – Area of Basic Polygons Group Activity
Planning Section – In this section, write out in words or in pictures, equations and symbols, the
plan your group will follow for finding the area of your shape.

Initial Here:

Measurement Section – In this section, label the measurement of the shapes you found and their
corresponding areas.

Initial Here:

Final Area (Initial here as well):

10.1

Homework Problems
 Lesson Plan #2

National Standards
CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures.

CCSS.MATH.CONTENT.HSG.CO.C.10
Prove theorems about triangles.

CCSS.MATH.CONTENT.HSG.CO.C.11
Prove theorems about parallelograms.

21st Century Skill(s)

21.9-12.ES.1
Essential Concept
and/or Skill: Communicate
and work productively
with others, incorporating
different perspectives and cross cultural understanding, to increase innovation and the quality of
work.

21.9-12.ES.5
Essential Concept and/or Skill: Demonstrate productivity and accountability by meeting high
expectations.

Essential Question
How can we prove the area formula for trapezoids, rhombuses and kites?

Objectives
By the end of class today, students will be able to describe how to find the area of trapezoids,
rhombuses and kites.

By the end of class today, students will be able to prove the area formulas for trapezoids,
rhombuses and kites.

Assessment
 Preassessment: area activity at beginning of class
 Informal assessment: float around during partner work and proof
 Formative assessment: students will turn in partner proof
 Formative assessment: students will turn in exit slip

Anticipatory Set
 Area activity (10 Minutes)
o When students come into class they will be assigned the task of finding the area
of a trapezoid, rhombus, or kite. The pictures will be posted on the board the start
of class.
o Students will need to use what they learned in the previous lesson to help them
discover the answer. This activity will also show whether students know the
formulas for these figures or not. (preassessment)
o After about 5 minutes, I will have the students stop where they are at and I will
have them discuss their answers and how they got there.
o This will lead directly into our teaching activities for the day.

Teaching: Activities
 Proof discussion (10 Minutes)
o I will display slide 11 and then we will go over why the area of a trapezoid is
1
h(b 1+ b2 ).
2
o I will talk through each of the four proofs, 1 on slide 11 and 3 on slide 12. As I
walk through each example, I will relate it to how students found the area of the
trapezoid in the introductory set.
o I will ask students to comment on how they found or would’ve found it and I will
ask them which way of thinking about this do they like best.
  Partner Work (10 Minutes)
o We will then go through slides 13-16 and I will have the students do the problem
on each slide and then they will share with their partner.
o If students agree on an answer, they will both put up a green cup, but if they don’t
they will both show a red cup. (informal assessment)
o We will go over how to do each problem and as I do I will ask questions that will
get students to describe their processes of going through the problem. I will
specifically ask questions of the groups that didn’t get the same answer so any
confusion and disagreement can be solved.
 Partner Proof (10 Minutes)
o I will show slide 17 and will have students get with their partner and come up
with their own way of proving the equation for kites and rhombuses.
o I will assign half of the groups to kites and half to rhombuses. They will only
need to prove it for that specific shape. I will give high level students kite while
lower level students will get rhombus.
o I will informally assess student progress by walking around the room.
o I will give students about 5 minutes and then we will discuss our findings for
another 5 minutes.
o I will have students initial and turn in their work at the end of the period.
(formative assessment)
 Rhombus problems (5 Minutes)
o I will briefly go over the rhombus problems on slides 18-20. Students will take
notes and ask questions if they have any.

Closure
 Exit Slip (5 Minutes)
o Students will write 1 of the four proofs for the trapezoid formula on a sheet of
paper and turn it into me at the end, without looking at their notes. (formative
assessment)
o If they can’t remember than they will just turn it in as best they can.
o Students will receive extra credit if they can also show the proof for a rhombus.

Independent Practice
Page 626: 17-26, 29-31, 37-39

Materials
Blue and red cups

Duration
50 Minutes
 Area activity (10 Minutes)
 Proof discussion (10 Minutes)
 Partner Work (10 Minutes)
 Partner Proof (10 Minutes)
 Rhombus problems (5 Minutes)
  Exit Slip (5 Minutes)

“I Can” Statement
I can prove the area formula for a trapezoid, rhombus and kite.

10.2 Homework

Lesson Plan #3
National Standards
CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied

problems.

CCSS.MATH.CONTENT.HSG.SRT.D.11
Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements
in right and non-right triangles (e.g., surveying problems, resultant forces).

21st Century Skill(s)

21.9-12.TL.4
Essential Concept and/or Skill: Demonstrate critical thinking skills using appropriate tools and
resources to plan and conduct research, manage projects, solve problems and make informed
decisions.

21.9-12.ES.2
Essential Concept and/or Skill: Adapt to various roles and responsibilities and work flexibly in
climates of ambiguity and changing priorities.

Essential Question
How can we find the area of regular polygons?

Objectives
By the end of class today, students will be able to describe the area of a regular polygon.

By the end of class today, students will be able to find and describe what an apothem is.

Assessment
 Informal assessment: observe students during group work
 Formative assessment: students will turn in group work at the end of class

Anticipatory Set
 Big Nickel Video (10 Minutes)
o I will show the students the video on slide 22 and ask them to record what they
notice about the figure and what questions they have.
o We will have a short discussion on what the students wrote down.
o I will tell the students to keep this figure in mind as we go through the lesson as it
will come back later.

Teaching: Activities
 Brief lecture with discussion (10 Minutes)
o I will go through slides 23-25 with the students and they will take notes and ask
questions as we go.
o Slide 23:
 We will discuss the relationships affecting area in a regular polygon, what
the radius and apothem are and how they differ, as well as how to use
those to find the angle measurements of a figure.
o Slide 24:
 We will go over the area formula for a regular polygon.
o Slide 25:
 Students will find the area of the shape on their own and then we will
discuss how to solve it.
 Big Nickel Group Work (20 Minutes)
o Student’s will be tasked with solving the problem on slide 26, “As a group, you
will figure out whether constructing the Big Nickel with actual Canadian Nickels
 vs. using the material they actually used to build the monument would be more
cost effective.” I will make sure the students know they will not know how much
it actually cost to make but that they need to make a prediction based on the cost
they find if they used nickels.
o Each group will receive a group work handout (see attached)
o Students will be assigned into 6 groups of 3, with one above level student, one on
level, and one below level student.
o There will again be three roles of planner, calculator and recorder. The roles will
be determined by the day of the month a student was born. The earliest will be
the planner, middle calculator, and latest recorder.
o The planner’s job will be to determine the relevant information the group will
need to solve the problem. They will come up with the formulas needed and
determine a path of action for the group to take. The group can work together to
formulate a plan but it is ultimately up to the planner to facilitate and decide the
route to take.
o The calculator will do the calculations that the planner deems necessary. They
will be responsible for making sure their calculations are correct and coming up
with a final answer.
o The recorder will record the plan and calculations that both other roles provide on
the handout. They will be responsible for double checking work and making sure
each person used sound reasoning and proper technique. They will also be
responsible for sharing their group’s work and answer when we discuss.
o Each group member will initial the group work handout after each section to
make sure everyone was on board with each section.
o Students will turn the handout into me at the end of the period. (formative
assessment)

Closure
 Group Work Discussion (10 Minutes)
o After each group has indicated they are finished by showing a green cup, I will
ask each group whether they thought the cost in nickels would be more or less
than the total cost it actually took.
o I will then show slide 29 and students will be able to see if they were correct or
not.
o I will then lead a discussion with the students to determine how they went about
solving the problem.
o I will also show my own work of the problem on the whiteboard so students can
see one way of solving the problem.

Independent Practice
Page 632: 8-24

Materials
Green and Red cups
Handouts for group work
Duration
50 Minutes
 Big Nickel Video (10 Minutes)
 Brief lecture with discussion (10 Minutes)
 Big Nickel Group Work (20 Minutes)
 Group Work Discussion (10 Minutes)

“I Can” Statement
I can apply the formula for regular polygons to real life objects to compare the area of different
figures.

10.3 Homework

Chapter 10.3 – Area of Regular Polygons Group Activity

Planning Section – In this section, write out in words or in pictures, equations and symbols, the
plan your group will follow for finding the area of your shape.
Initial Here:

Calculator Section – In this section, label the calculations you did to find the volume of the big
nickel and its cost.

Initial Here:

Final Prediction (Initial here as well):

Lesson Plan #4
National Standards
CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures.

CCSS.MATH.CONTENT.HSG.CO.C.11
Prove theorems about parallelograms.

CCSS.MATH.CONTENT.HSG.CO.C.10
Prove theorems about triangles.
21st Century Skill(s)
21.9-12.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating
different perspectives and cross cultural understanding, to increase innovation and the quality of
work.

Essential Question
How are side length, perimeter and area related in congruent polygons?

Objectives
By the end of class today, students will be able to articulate the relationship between perimeter
area and side length in congruent figures.

By the end of class today, students will be able to find the ratio of side length, perimeter and area
between congruent figures.

Assessment
 Preassessment: Number talk before lesson
 Informal assessment: walk around the class during partner work time
 Formative assessment: test question exit slip

Anticipatory Set
 Aluminum Foil Number Talk (15 Minutes)
o Students will come in and work on the aluminum foil problem on slide 31.
o Students will not be allowed to use a calculator but they are allowed to use
scratch paper.
o I will give the students 5 minutes to work on the problem and then we will
discuss which option they would choose.
o Questions I’ll ask:
 Which do you think is the better deal? Why?
 How can we get all of these in a unified format?
 How can we easily estimate these?
 How does ratio and proportion play into this problem?
o I will use this to pre-assess students’ knowledge of ratio and proportion.

Teaching: Activities
 Lecture with discussion and Partner Work (25 Minutes)
o I will lead a lecture with discussion on slides 32-36. Students will take notes and
will switch their cups after they are done taking notes on each slide. Students are
encouraged to stop and ask questions whenever.
o Slide 32
 I will discuss the ratio between perimeter area and side length of
congruent figures.
 I will do the trapezoid problem on the board and allow students to take
notes
 o Slide 33
 I will ask students for their response to the two problems and guide them
toward the solution as they figure it out as a class.
o Slide 34
 I will have students work on their own and then share with a partner on
this problem about the ratio of the two pentagons.
 They will show a green cup when they are finished.
 I will then ask one student to come up to the board and write out what
their group did to solve it.
 I will correct as needed and guide the students to the solution.
 I will then show the solution from the slide and allow them to take notes.
o Slide 35
 I will again have students do the problem on their own and then work
with their partner on this problem.
 I will have them show a red cup when they are done.
 I will have a different student come up to the board and walk the class
through their solution.
 I will again guide them as needed and will provide my own explanation at
the end if it is needed.
o Slide 36
 Students will again do the problem on their own and then compare
answers with their partner.
 They will show a green cup when they are done
 I will get a new student to share their answer at the board. I will help as
needed.
 I will show the solution for students to take notes on.

Closure
 Test Questions (10 Minutes)
o Students will write a test question that asks to find the ratio between area and
perimeter of two congruent figures. The problem should also ask to find the area
and perimeter of the figures.
o Students will get extra credit if they use polygons consisting of more that one
shape and they find the area and perimeter by hand and by using the ratio.
o Student will turn this in as they leave (formative assessment)

Independent Practice
Page 638: 9-14

Materials
Green and Red Cups

Duration
50 Minutes
 Aluminum Foil Number Talk (15 Minutes)
 Lecture with discussion and Partner Work (25 Minutes)
  Test Questions (10 Minutes)

“I Can” Statement
I can find the ratio between side length, perimeter and area of two congruent polygons.

10.4 Homework

Lesson Plan #5

National Standards
CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.
CCSS.MATH.CONTENT.HSG.SRT.C.7
Explain and use the relationship between the sine and cosine of complementary angles.

21st Century Skill(s)

21.9-12.ES.3
Use interpersonal skills to influence and guide others toward a goal

Essential Question
How can we use trigonometric ratios to find the area of polygons?

Objectives
By the end of class today, students will be able to use trigonometric ratios to find the area of
regular polygons and triangles.

By the end of class today, students will be able to find the area of complex polygons using
minimal side and angle measurements.

Assessment
 Preassessment: Trig function refresher at the beginning of class
 Formative assessment: students teaching activity
 Formative assessment: exit slip

Anticipatory Set
 Trig Function refresher (10 Minutes)
o Slide 38 will be on the board when the students get into the classroom
o This problem is a review for them so they can remember how we use trig
functions to find side lengths and angles.
o I’ll give students time to figure it out on their own and then we will review how to
solve it.
o I will use this to pre-assess how well students remember what we learned before
about trig functions.

Teaching: Activities
 Students Teach Each Other (35 Minutes)
o I will divide class into 3 groups of 6 with 2 sub-groups of 3 in each group of 6
based on where I believe their current knowledge of the subject is at.
o Students will have 1-2 slides from the slide show that they will use to solve their
problem. They will then teach the class how to solve their problem, including any
information form the slides that they deem necessary.
o Students will be graded on whether everyone participated in the teaching and on
how clearly they articulate their problem.
o Lower level – Slide 42 – Measuring a Stop Sign
 Students in this group will get either a stop sign or a different octagonal
sign/figure and a handout. The handout tasks them with using the info on
 slide 41 to find the area of their figure. Each group will present how they
found the area of their own figure.
o Middle level – Slides 40-41 - Develop your own figure
 Students in this group will get a handout with their task. They will be
tasked with creating two shapes of their own, similar to the one on slide 39
and creating 2 problems for the class to do based on that shape. They will
split into 2 groups of 3 and each group will come up with their own
problem. The groups will work separate but present together. They will
need to show work on the worksheet, allow students time to work on it,
and then they will show their own solution.
o Upper level – Slides 43-45 - Open Middle Triangle problem.
 Students in this group will receive the info on slides 42-44 and will be
tasked with solving the problem on slide 44. They will split into two
groups to work but are free to discuss between each other if they need
help.
o Students will each turn in a hand out at the end but it should be initialed by each
group member

Closure
 Exit slip (5 Minutes)
o Students will spend the rest of class writing about 1 thing they learned from a
different group today that they didn’t know before.
o They will turn this into me at the end of the period (formative assessment)

Independent Practice
Page 646: 6-18

Materials
Green and Red Cups
Stop sign and another octagonal sign
Handouts for groups
Students will have computer to access slides
Protractors and rulers

Duration
50 Minutes
 Trig Function refresher (10 Minutes)
 Students Teach Each other (35 Minutes)
 Exit slip (5 Minutes)

“I Can” Statement
I can use my previous knowledge of trigonometric ratios to find the area of polygons

10.5 Homework
(Lower Level)
Chapter 10.5 – Trigonometry and Area Group Activity
Using the information on slide 42, find the area of your octagonal sign or stop sign. Each group
will teach the class how they got their solution.
You will be graded on the following while during your teaching time.
 Element 3 2 1
Group Representation Each group member Most group members The group was
participated during participated and dominated by one-
work time and while taught but a few two people.
teaching. didn’t say anything.
Clarity of topic The group’s work The group’s work Parts of the group’s
was correct and you had a few errors and work were
articulated it clearly you stumbled a bit completely missing
to the class. while presenting but and your teaching
you got the message didn’t make sense
across.

All work should be done below here:

All group member must initial here for full credit:

(Middle Level)
Chapter 10.5 – Trigonometry and Area Group Activity
Using the information on slides 40-41, each sub group will create a shape similar to the one on
slide 40 as well as a problem to go along with it. Use the slides as a guide to come up with a
different problem for each shape. Each group will teach the class how they got their solution.
You will be graded on the following while during your teaching time.
 Element 3 2 1
Group Representation Each group member Most group members The group was
participated during participated and dominated by one-
work time and while taught but a few two people.
teaching. didn’t say anything.
Clarity of topic The group’s work The group’s work Parts of the group’s
was correct and you had a few errors and work were
articulated it clearly you stumbled a bit completely missing
to the class. while presenting but and your teaching
you got the message didn’t make sense
across.

All work should be done below here:

All group member must initial here for full credit:

(Upper Level)
Chapter 10.5 – Trigonometry and Area Group Activity
Using the information on slides 43-45, solve the problem on slide 45. Each subgroup will have
their own answer but feel free to discuss together. You can draw out the triangles using rulers
and measure out angles if need be. Each group will teach the class how they got their solution.
You will be graded on the following while during your teaching time.
Element 3 2 1
 Group Representation Each group member Most group members The group was
participated during participated and dominated by one-
work time and while taught but a few two people.
teaching. didn’t say anything.
Clarity of topic The group’s work The group’s work Parts of the group’s
was correct and you had a few errors and work were
articulated it clearly you stumbled a bit completely missing
to the class. while presenting but and your teaching
you got the message didn’t make sense
across.

All work should be done below here:

All group member must initial here for full credit:

Chapter 10 – Area: Unit Assessment Name______________

1) Find the area of each figure.

a. b. c.

d. e. f.

2) Find the angle measure of each numbered angle in each figure

a. b.
3) An embroidered placemat costs $3.95. An embroidered tablecloth is similar to the
placemat, but four times as long and four times as wide. How much would you expect to
pay for the tablecloth?

4) Prove the area formula for a trapezoid.

5) The Pentagon in Arlington, Virginia, is one of the world’s largest office buildings. It is a
regular pentagon, and the length of each of its sides is 921ft. What is the area of land that
the Pentagon covers to the nearest thousand square feet?
 6) Suppose the height of a triangle is tripled. How does this affect the area of the triangle?

7) Find the area of the shaded region in each figure

a. b.

8) The enrollment at an elementary school is going to increase from 200 students to 395
students. A parents’ group is planning to increase the 100ft-by-200ft playground area to a
larger area that is 200 ft by 400 ft. What would you tell the parents’ group when they ask
you opinion about whether the new playground will be large enough?