## Does Your Rectangle Have Guts?

### Johnny WolfeSanta Rosa District Schools

#### Description

A rectangle is the shape of a piece of notebook paper. The area is the space inside the rectangle, and it is measured in square units.

#### Objectives

Understands and explains the effects of addition, subtraction, multiplication and division on real numbers, including square roots, exponents, and appropriate inverse relationships.

#### Materials

-Overhead transparencies (if examples are to be worked on overhead) for DOES YOUR RECTANGLE HAVE GUTS? (See attached file)
-DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES (See attached file)
-DOES YOUR RECTANGLE HAVE GUTS? WORKSHEET (See attached file)
-DOES YOUR RECTANGLE HAVE GUTS? CHECKLIST (See attached file)

#### Preparations

1. Prepare transparencies (if teacher uses overhead for examples) for DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.)

2. Have marking pens (for overhead).

3. Have DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES prepared and ready to demonstrate to students. (See attached file.)

4. Have enough copies of DOES YOUR RECTANGLE HAVE GUTS? WORKSHEET for each student. (See attached file.)

5. Have enough copies of DOES YOUR RECTANGLE HAVE GUTS? CHECKLIST for each student. (See attached file.)

#### Procedures

Prior Knowledge: Students should be familiar with basic operation skills, such as addition, subtraction, multiplication, division, exponents, fractions, decimals, solving equations, and the four-step approach to problem solving.

1. Get students' attention by making the statement, “How many of you have ever mowed your lawn?” Get their response and then ask, “Is there a difference, in distance, by going around the outer edges of the lawn (one time) as opposed to going back and forth until the lawn is cut?” Get their responses and make sure they understand the concept of perimeter and can distinguish it from area.

2. Introduce the formula for “area.” (See attached file: DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES.)

3. Work example #1 from DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.) Answer student questions and comments.

4. Go over “DISCUSSION QUESTION 1.” (See attached file: DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES.)

5. Work example #2 from DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.) Answer student questions and comments.

6. Work example #3 from DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.)

7. Work example #4 from DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.) Answer student questions and comments.

8. Work Example #5 from DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.) Answer student questions and comments.

9. Work Example #6 from DOES YOUR RECTANGLE HAVE GUTS? EXAMPLES. (See attached file.) Answer student questions and comments.

10. Distribute DOES YOUR RECTANGLE HAVE GUTS? WORKSHEET. (See attached file.) The students will write their responses on the worksheet.

11. Distribute DOES YOUR RECTANGLE HAVE GUTS? CHECKLIST. (See attached file.) Describe what constitutes an “A,” “B,” “C,” “D,” and an “F.”

12. Move from student to student observing the students' work and lending assistance.

#### Assessments

Student worksheets will be taken up and scored using a checklist. (See attached file.)

#### Extensions

Give students a fixed area and have them draw rectangles (as many as possible) that have the given area. Then have students draw the rectangles on the board. Emphasize to students that there are many rectangles with the same area.