By Glenda Lappan, James T Fey, William M Fitzgerald, Susan N Friel, Elizabeth Difanis Phillips

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**Read or Download Covering and Surrounding: Two-Dimensional Measurement: Teacher's Guide: Connected Mathematics PDF**

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**Additional info for Covering and Surrounding: Two-Dimensional Measurement: Teacher's Guide: Connected Mathematics**

**Sample text**

Suppose you fold over the top 4 of the square. What new shape do you have? What are the lengths of the shape’s four sides in meters? What is the perimeter? 1 d. Suppose you fold over only the top 8 of the square. What new shape do you have? What are the lengths of the shape’s four sides in meters? What is the perimeter? e. What do you predict for the perimeter of the shape if you fold 1 over 16 of the square? qxd 5/16/05 11:51 AM Page 36 In this investigation, you examined how shapes with the same perimeter can have different areas and how shapes with the same area can have different perimeters.

1. Find the area of each rectangle. Record your data in a table with columns labeled for the triangle name, the area of the rectangle, and the area of the triangle. 2. Use the data in your table. Compare the area of the rectangle and the area of the triangle. Describe a pattern that tells how the two are related. C. Use your results from Question B. Write a rule to find the area of a triangle. Homework starts on page 44. 2 More Triangles Base and height are two words that describe triangles. The base of a triangle can be any one of the sides of the triangle.

Draw each triangle on a separate grid. A. 1. Sketch a right triangle with a height of 4 centimeters. 2. Sketch a different right triangle with a height of 4 centimeters. 3. Sketch an isosceles triangle with a height of 4 centimeters. 4. Sketch a scalene triangle with a height of 4 centimeters. 5. Find the area of each triangle that you made. qxd 5/16/05 11:54 AM Page 43 B. 1. What do these four triangles have in common? 2. Why do you think these four triangles can be called a triangle family? C.