Modeling Area and Perimeter with Algebra tiles

Students will identify dimensions, and compute the areas and perimeters, of shapes formed with algebra tiles. Distinguishing between the area and the perimeter of an algebra tile shape is essential foundational knowledge for using area models in the next lesson to multiply polynomials. Student will mark the text for the Math notes on vocabulary for expressions.

By Mr. Banuelos
October 5, 2015
9th Grade Math

Writing Prompt

How do we find the area of a rectangle?

Interpret the information presented in _______________ (identify a visual, graphical, or video source). Explain how the media contributes to your understanding of _______________ (name the topic, text, or issue).

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9th Grade Literacy Standards in Math

This lesson teaches the following grade level appropriate state literacy standards. The cubes provide an abbreviation of the standard name and reference number. Click Add to My Lesson Plans to make a copy of the lesson. Making a copy will allow you to update any information including the literacy standards.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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