Standard #: MA.7.GR.1.1


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Apply formulas to find the areas of trapezoids, parallelograms and rhombi.


Clarifications


Clarification 1: Instruction focuses on the connection from the areas of trapezoids, parallelograms and rhombi to the areas of rectangles or triangles.

Clarification 2: Within this benchmark, the expectation is not to memorize area formulas for trapezoids, parallelograms and rhombi.



General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: 7
Strand: Geometric Reasoning
Standard: Solve problems involving two-dimensional figures, including circles.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Area
  • Parallelogram
  • Rectangle
  • Rhombus
  • Triangle
  • Trapezoid

 

Vertical Alignment

Previous Benchmarks

Next Benchmarks

 

Purpose and Instructional Strategies

In grade 6, students solved problems involving the area of quadrilaterals and composite figures by decomposing them into triangles or rectangles. In grade 7, students apply formulas to find the areas of trapezoids, parallelograms and rhombi. In high school, students will extend this knowledge to solve mathematical and real-world problems involving the perimeter or area of any polygon using coordinate geometry and other tools. 
  • Instruction includes using students’ prior knowledge of finding the area of a rectangle to build the area formulas for trapezoids, parallelograms and rhombi. The use of grid paper can support students in counting the squares to verify the areas are accurate.
  • Investigations and explore activities for students can include:
    • Draw or provide a cutout of a rhombus. Slice the rhombus vertically at a right angle. Slide the sliced off portion to form a square so students can see the base and height of the square are the same as that of the rhombus (MTR.5.1).
      Rhombus
    • Draw or provide a cutout of a parallelogram. Slice the parallelogram vertically at a right angle. Slide the sliced off portion to form a rectangle so students can see the base and height of the rectangle are the same as that of the parallelogram (MTR.5.1).
      Parallelogram
    • Draw or provide a cutout of a trapezoid. Duplicate the trapezoid using patty paper or tracing paper and rotate it to form a larger parallelogram formed with both figures. The base of the parallelogram then becomes the sum of the two bases of the original trapezoid while the height is the perpendicular height of the original trapezoid. The area is one half of the area of this parallelogram since it contains two identical trapezoids (MTR.5.1).
      Trapezoid
  • Instruction includes the comparison of formulas between rectangles, trapezoids, parallelograms and rhombi.

 

Common Misconceptions or Errors

  • Students may incorrectly identify a side length as a height rather than using the perpendicular distance between the bases. To address this misconception, use cutouts or measuring tools to show that these distances are not the same; consider using physical objects that are not square or rectangular to make sense of finding the correct height.
  • Students may not properly locate the height or base(s) when using figures in various orientations. To address this misconception, provide multiple orientations of objects and figures. Note that parallelograms are like rectangles, in that any side can be considered a base, so there are two possible heights.

 

Strategies to Support Tiered Instruction

  • Teacher models measuring the length and height of a given shape to demonstrate the difference between the dimensions.
  • Instruction includes the use of manipulatives or geometric software to demonstrate the similarity of trapezoids, parallelograms and rhombi to square, rectangles, and triangles.
  • Teacher co-creates a graphic organizer with images and formulas for trapezoids, parallelograms and rhombi and uses different colors to connect the dimensions of the figures to the variables within the formulas.
  • Teacher uses cutouts or measuring tools to show that the length of the side of a figure is not necessarily the same as its height. Consider using physical objects that are not square or rectangular to make sense of finding the correct height.

 

Instructional Tasks

Instructional Task 1 (MTR.5.1)
Trace a parallelogram or a rhombus on a sheet of graph paper. Highlight (or color) each of the sides a different color. Slice your two-dimensional figure vertically from a vertex at a right angle to an opposite side, to create a right triangle. Move the sliced-off portion to form a rectangle.
parallelogram or a rhombus on a sheet of graph paper

 

  • Part A. What are the length and width of the created rectangle?
  • Part B. Determine the formula for finding the area of your two-dimensional figure.
  • Part C. Compare your two-dimensional figure and formula with a partner. What do you notice?

Instructional Task 2 (MTR.5.1)
Duplicate the trapezoid given below using patty paper or tracing paper and color the corresponding bases the same color. Cut out both trapezoids. Rotate one trapezoid 180o and line it up next to the other.
trapezoid
  • Part A. What figure has formed?
  • Part B. What is the formula for figure’s area? Use this information to determine the formula for finding the area of a trapezoid.

 

Instructional Items

Instructional Item 1
A new park is being built in the shape of a trapezoid, as shown in the diagram below. The builders will cover the ground with a solid rubber surface to ensure the children playing have a safe and soft place to land when they jump or fall. How many square yards of rubber will be needed for this park?
trapezoid

Instructional Item 2
Find the area of the figure below.
Parallelogram with side 5 meters

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.


Related Courses

Course Number1111 Course Title222
1205020: M/J Accelerated Mathematics Grade 6 (Specifically in versions: 2014 - 2015, 2015 - 2020, 2020 - 2022, 2022 and beyond (current))
1205040: M/J Grade 7 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1204000: M/J Foundational Skills in Mathematics 6-8 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7812020: Access M/J Grade 7 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.7.GR.1.AP.1 Given the formulas, find the area of parallelograms and rhombi.


Related Resources

Image/Photograph

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Lesson Plans

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Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations.  Click here to learn more about MEAs and how they can transform your classroom.

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Perspectives Video: Teaching Idea

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Problem-Solving Task

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Tutorials

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This video portrays a proof of the formula for area of a parallelogram.  

Area of a Trapezoid

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Student Resources

Tutorials

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Area of a Parallelogram:

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Area of a Trapezoid:

A trapezoid is a type of quadrilateral with one set of parallel sides. Here we explain how to find its area.

Perimeter and Area:

Students will learn the basics of finding the perimeter and area of squares and rectangles.  



Parent Resources

Image/Photograph

Name Description
Clipart: Geometric Shapes:

In this lesson, you will find clip art and various illustrations of polygons, circles, ellipses, star polygons, and inscribed shapes.



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