Day 76 Area of Parallelograms

6th Grade Math Standards: 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. MA.1.a. Use the relationships among radius, diameter, and center of a circle to find its circumference and area. MA.1.b. Solve real-world and mathematical problems involving the measurements of circles

Objective: Determine the area of a parallelogram

Agenda:

1. Find the first number that is not a multiple of four, a multiple of five, and a multiple of six. The number is also not prime nor is it a square number. 
2. QSSQ
3. Review the homework on rectangles
4. Parallelogram my favorite no 
5. Area of parallelogram notes
6. Let students start the homework with about 20 minutes left in class
7. Give students feedback on their weekly quiz and let them fix the weekly quiz 

Assessment: The my favorite no was a question that asked students to find the area when there were three different dimensions given for a parallelogram. It forced students to utilize the "base meets the height at a right angle" instruction. Only one student answered it correct of all of my students. This was the most popular wrong answer:

Glass Half-Full: Getting the feedback to students on the weekly quiz was crucial because the percentage of a number concept is still an issue for more than half of my students. I also wanted to give them feedback on the quality of their writing. Some students are still writing nothing but the math on open responses. It would have still been ideal to have more time to provide this feedback, but I made the most of twenty minutes and the students worked well enough in partners that it was not a classroom management issue that took me away from the goal of helping students on the weekly quiz.

Regrets: I doubt that students have mastered how to find the length of a square when the area is given. We went over one homework problem about that concept, but it is still something that they struggle with. It was a little helpful that the term square number was accidentally glossed over by us again as part of the warm up.