[PDF] Unit 08 Perimeter and Area.pdf | Plain Text

STUDY LINK 8 1 Perimeter 247 Name Date Time Copyright © Wright Group/McGraw-Hill 1. Perimeter feet 3. Draw a rectangle BLUE whose perimeter is 16 centimeters. Label the length of the sides. 5. Measure the sides of the figure to the nearest centimeter. Label the length of its sides. Find its perimeter. Perimeter centimeters 2. Perimeter inches 4. Draw a different rectangle FARMwhose perimeter is also 16 centimeters. Label the length of its sides. 6. Measure the sides of the figure to the nearest 1 4inch. Label the length of its sides. Find its perimeter. Perimeter inches 21"13" 12" 20" 5' 3' 3' 2' 2' 1' 1' 7. 1 4of 24  8.  2 3of 24 9.  5 8of 40 Practice 131

LESSON 8 1 Name Date Time Geoboard Perimeters 248 Copyright © Wright Group/McGraw-Hill Copyright © Wright Group/McGraw-Hill On a geoboard, make rectangles or squares with the perimeters given below. Record the lengths of the long side and short side of each shape. 131 Perimeter (units) Long side (units) Short side (units) 12 12 12 14 14 14 16 16 16 16 Perimeter (units) Long side (units) Short side (units) 12 12 12 14 14 14 16 16 16 16 LESSON 8 1 Name Date Time Geoboard Perimeters On a geoboard, make rectangles or squares with the perimeters given below. Record the lengths of the long side and short side of each shape. 131 1 unit 1 unit 1 unit 1 unit

LESSON 8 1 Name Date Time Pattern-Block Perimeters 249 Copyright © Wright Group/McGraw-Hill 1. Use the following pattern blocks to create shapes with as many different perimeters as you can: 1 hexagon, 3 trapezoids, 3 blue rhombi, and 3 triangles.  Every shape must include all 10 pattern blocks.  Each side of a pattern block measures 1 unit. The long side of a trapezoid pattern block measures 2 units.  At least one side of every pattern block must line up exactlywith a side of another pattern block. See figures. 2. Use your Geometry Template to record your shapes on a separate sheet of paper. The polygons should all have different perimeters. Write the perimeter next to each shape. 3. What was the smallest perimeter you were able to make? units Describe the strategy you used to find this perimeter. 4. What was the largest perimeter you were able to make? units Describe the strategy you used to find this perimeter. yes yes no no no 131

STUDY LINK 8 2 Scale Copyright © Wright Group/McGraw-Hill 250 Name Date Time 1. If 1 inch on a map represents 13 miles, then a. 4 inches represent miles. b. 9 inches represent miles. c. 21 2inches represent miles. d. 13 1 2inches represent miles. 2. The scale for a drawing is 1 centimeter : 5 meters. Make a scale drawing of a rectangle that measures 20 meters by 15 meters. 3. Scale: 1 4inch represents 6 feet. Measure the height of each rectangle to the nearest 1 4inch. Complete the table. A B C D E Try This Rectangle Height in Drawing Actual Height A B C D E 145

LESSON 8 2 Name Date Foot-Long Foot 251 Copyright © Wright Group/McGraw-Hill 0 feet 1 foot 6 inches or foot 1 2

LESSON 8 2 Name Date Time My Bedroom Floor Plan 252 Copyright © Wright Group/McGraw-Hill Make a scale drawing of your bedroom floor. Round your measurements to the nearest 1 4foot (3 inches). Scale: 1 2inch represents 1 foot. 145

LESSON 8 2 Name Date Time My Bedroom Floor Plan continued 253 Copyright © Wright Group/McGraw-Hill 145 Make a scale drawing of each piece of furniture in your bedroom. Round your measurements to the nearest 1 4foot (3 inches). Cut out the scale drawings and tape them in place on your scale drawing of your bedroom floor. Scale: 1 2inch represents 1 foot.

STUDY LINK 8 3 Exploring Area Copyright © Wright Group/McGraw-Hill 254 133 134 Name Date Time 1. Rectangle A at the right is drawn on a 1- centimeter grid. Find its area. Area cm 2 2. Rectangle B has the same area as Rectangle A. Cut out Rectangle B. Then cut it into 5 pieces any way you want. Rearrange the pieces into a new shape that is not a rectangle. Then tape the pieces together in the space below. What is the area of the new shape? Area of new shape cm 2 A B Practice 3. 1,778 294  4. 6,096 5,644 5. 4,007 414  6. 8,030 5,182

STUDY LINK 8 4 Areas of Irregular Figures 255 133 Name Date Time Copyright © Wright Group/McGraw-Hill Practice 3. 73.04 15.67 4. 86.05 27.97  5. 312.11 74.064 6. 57.1 39.002  1. Below is a map of São Paulo State in Brazil. Each grid square represents 2,500 square miles. Estimate the area of São Paulo State. I counted about grid squares. The area is about square miles. 2. To the right is a map of Rio de Janeiro State in Brazil. Each grid square represents 2,500 square miles. Estimate the area of Rio de Janeiro State. I counted about grid squares. The area is about square miles.

STUDY LINK 8 5 Areas of Rectangles Copyright © Wright Group/McGraw-Hill 256 Name Date Time Find the area of each rectangle. 1. 2. Number model: Number model: Area square feet Area square inches 3. 4. Number model: Number model: Area square centimeters Area square meters The area of each rectangle is given. Find the missing length. 5. 6. 7. 3, 6, , 12, , , 8. 14, 21, , , 42, , 9. 30, , 42, 48, , , 10. 12, , 36, , 60, , 3 in. ? Practice Try This 8' 6' 3" 7" 36 cm 24 cm 12 m 25 m Area 27 in 2 height in. 12 cm ? Area 120 cm 2 base cm 134

257 Copyright © Wright Group/McGraw-Hill LESSON 8 5 Name Date Time Area of a Rectangle 134 1. Take turns rolling a die. The first roll represents the length of the base of a rectangle. The second roll represents the height of the rectangle. 2. Use square pattern blocks to build the rectangle. Count squares to find the area. Example: First roll 4, second roll 3 3. Record your results in the table. 4. Describe a pattern in your table. 5. Without building the rectangle, can you use this pattern to find the area of a rectangle with a base of 8 units and a height of 7 units? Explain your answer. First Roll Second Roll Area (length of base) (height) (square units) 4312 base height Area: 12 square units

258 Copyright © Wright Group/McGraw-Hill LESSON 8 5 Name Date Time The Tennis Court Tennis can be played either by 2 people or by 4 people. When 2 people play, it is called a game of singles. When 4 people play, it is called a game of doubles. Here is a diagram of a tennis court. The net divides the court in half. The two alleysare used only in doubles. They are never used in singles. 1. What is the total length of a tennis court? 2. The court used in a game of doubles is 36 feet wide. Each alley is 4 1 2feet wide. What is the width of the court used in a game of singles? 3. What is the areaof a singles court? 4. What is the areaof a doubles court? 5. Do you think a player needs to cover more court in a game of singles or in a game of doubles? Explain. Area of rectangle length º width length = ?Net Alley Service CourtsService Courts Alley 18 feet 21 feet Back Court Back Court 4 feet 36 feet 1 2 134

LESSON 85 Name Date Time Perimeter and Area 259 Copyright © Wright Group/McGraw-Hill 131 134 1. Tape together two copies of 1-inch grid paper (Math Masters, page 444). 2. Use a 24-inch string loop to find as many different rectangles as possible that have a perimeter of 24 inches. 3. Record your results in the table. 4. Use your results to describe a relationship between the lengths of sides and areas of rectangles that have the same perimeter. 5. What is another name for the rectangle with the largest area?Length of Base Height Perimeter Area (in.) (in.) (in.) (in 2) 11 1 24 24 24 24 24 24 10 1 2 24 4 1 2 24

LESSON 86 Name Date Time Areas of Parallelograms 260 Copyright © Wright Group/McGraw-Hill Cut out Parallelogram A. (Use the second Parallelogram A if you make a mistake.) Cut it into 2 pieces so that it can be made into a rectangle. Tape the rectangle onto page 236 in your journal. Do the same with Parallelograms B, C, and D. AA BB C DC D 135

STUDY LINK 8 6 Areas of Parallelograms 261 Name Date Time Copyright © Wright Group/McGraw-Hill Find the area of each parallelogram. 1. 2. Number model: Number model: Area square feetArea square centimeters 3. 4. Number model: Number model: Area square feet Area square centimeters 65 cm 72 cm 6 ft4 ft Try This The area of each parallelogram is given. Find the length of the base. 5. 6. Area 26 square inches Area 5,015 square meters base inches base meters 8 cm 3 cm 2 in. ? 59 m ? 135 9' 4'

STUDY LINK 8 6 Percents in My World Copyright © Wright Group/McGraw-Hill 262 40 Name Date Time Percentmeans “per hundred” or “out of a hundred.” 1 percentmeans 11 00 or 0.01. “48 percent of the students in our school are boys” means that out of every 100 students in the school, 48 are boys. Percents are written in two ways: with the word percent,as in the sentence above, and with the symbol %. Collect examples of percents. Look in newspapers, magazines, books, almanacs, and encyclopedias. Ask people at home to help. Write the examples below. Also tell where you found them. If an adult says you may, cut out examples and bring them to school. Encyclopedia: 91%of the a rea of New Jersey is land, and 9%is covered by water. Newspaper: 76 percent of the seniors in Southport High School say they plan to attend college next yea r.

LESSON 8 6 Name Date Time Perimeter and Area 263 Copyright © Wright Group/McGraw-Hill 150

LESSON 8 6 Name Date Time Perimeter and Area continued 264 Copyright © Wright Group/McGraw-Hill 131 133–136 Cut out and use only the shapes in the top half of Math Masters, page 263 to complete Problems 1– 5. 1. Make a square out of 4 of the shapes. Draw the square on the centimeter dot grid on Math Masters,page 437. Your picture should show how you put the square together. 2. Make a triangle out of 3 of the shapes. One of the shapes should be the shape you did not use to make the square in Problem 1. Draw the triangle on Math Masters,page 437. 3. Find the area of the following: a. the small triangle cm 2 b. the square cm 2 c. the parallelogram cm 2 4. a. What is the perimeter of the large square you made in Problem 1? cm b. What is the area of that square? cm 2 5. What is the area of the large triangle you made in Problem 2? cm 2 6. Cut out the 5 shapes in the bottom half of Math Masters,page 263 and add them to the other shapes. Use at least 6 pieces each to make the following shapes. a. a square b. a rectangle c. a trapezoid d. any shape you choose Tape your favorite shape onto the back of this sheet. Next to the shape, write its perimeter and area. Try This

LESSON 8 7 Name Date Time Areas of Triangles 265 Copyright © Wright Group/McGraw-Hill Cut out Triangles A and B. Tape them together at the shaded corners to form a parallelogram. Tape the parallelogram in the space next to Triangle A on page 240 in your journal. Do the same with the other 3 pairs of triangles. A B C E D G H F

STUDY LINK 8 7 Areas of Triangles Copyright © Wright Group/McGraw-Hill 266 136 Name Date Time Find the area of each triangle. 1. 2. Number model: Number model: Area square feet Area square cm 3. 4. Number model: Number model: Area square in. Area square cm Try This The area of each triangle is given. Find the length of the base. 5. 6. 5 m ? 12 in. ? 4' 8' 5 cm 12 cm 75 cm 34 cm 2 in. 10 in. Area 18 in 2 base in. Area 15 m 2 base m Practice 7. 18, , , 45, , 63, 8. , 16, , 32, , , 56

LESSON 8 7 Name Date Time Comparing Areas 267 Copyright © Wright Group/McGraw-Hill 1. Cut out the hexagon below. Then cut out the large equilateral triangle. You should end up with one large triangle and three smaller triangles. 2. Use the large triangle and the three smaller triangles to form a rhombus. a. Sketch the rhombus in the space to the right. b. Is the area of the rhombus the same as the area of the hexagon? c. Is it possible for two different shapes to have the same area? 3. Put all the pieces back together to form a hexagon with an equilateral triangle inside. How can you show that the area of the hexagon is twice the area of the large triangle? There are 4 triangles in the hexagon.  The large triangle is called an equilateral triangle.All 3 sides are the same length.  The smaller triangles are called isosceles triangles.Each of these triangles has 2 sides that are the same length.

1 cm LESSON 8 7 Name Date Time Area and Perimeter 268 Copyright © Wright Group/McGraw-Hill 131 134 –136 1. Find the area of the hexagon below withoutcounting squares. Hint:Divide the hexagon into figures for which you can calculate the areas: rectangles, parallelograms, and triangles. Use a formula to find the area of each of the figures. Record your work. Total area of hexagon cm 2 2. Find the perimeter of the hexagon. Use a centimeter ruler. Perimeter cm

STUDY LINK 8 8 Turtle Weights 269 Name Date Time Copyright © Wright Group/McGraw-Hill Turtle Weight (pounds) Pacific leatherback 1,552 Atlantic leatherback 1,018 Green sea 783 Loggerhead 568 Alligator snapping 220 Flatback sea 171 Hawksbill sea 138 Kemps Ridley 133 Olive Ridley 110 Common snapping 85 1. The Atlantic leatherback is about 10 times heavier than the turtle. 2. The loggerhead is about times the weight of the common snapping turtle. 3. Which turtle weighs about 3 times as much as the loggerhead? 4. The flatback sea turtle and the alligator snapping turtle together weigh about half as much as the turtle. 5. About how many common snapping turtles would equal the weight of two alligator snapping turtles? 6. The Atlantic leatherback is about — the weight of the Pacific leatherback. Name the factors. 7. 50 8. 63 9. 90 Source: The Top 10 of Everything 2004 Practice

LESSON 8 8 Name Date Time Compare Area 270 Copyright © Wright Group/McGraw-Hill 1. Cut out the shapes below and combine them with the shapes cut out by the other members of your group. 2. On a separate sheet of paper, use “times as many ” and “fraction-of” language to compare the areas of different pairs of shapes. Examples:  The area of Shape B is about 4 times the area of Shape A.  The area of Shape D is about 2 3the area of Shape C. A B C D E F G H I J

LESSON 8 8 Name Date Time Weight on Different Planets 271 Copyright © Wright Group/McGraw-Hill Mercury has about 1 3the gravitational pull on your body mass as does Earth — about 0.37 to be more precise. You would weigh about 1 3as much on Mercury as you do on Earth. The table below shows how much Rich, his brother Jean-Claude, and his sister Gayle would weigh on each planet. 1. Use your calculator to find each planet’s gravitational pull relative to Earth’s. 2. Explain the strategy you used to determine the gravitational pulls. 3. Use the information in the table to calculate your own weight on each planet and record it in the “Me” column in the table above. Weight in Pounds PlanetGravitational RichJean- Gayle Pull Relative Claude to Earth’s Earth 1 86 75 50 Mercury 0.37 31.82 27.75 18.5 Venus 77.4 67.5 45 Mars 31.82 27.75 18.5 Jupiter 202.1 176.25 117.5 Saturn 78.26 68.25 45.5 Uranus 75.68 66 44 Neptune 96.32 84 56 Pluto 5.16 4.5 3 Try This Source: NASA Kids, www.nasakids.com/Puzzles/Weight.asp Me

LESSON 8 8 Name Date Time Similar Figures 272 Copyright © Wright Group/McGraw-Hill Imagine that you used a copying machine to enlarge the original figures below and on Math Masters,page 273 to get similarfigures. Find the perimeter of each original shape and of its enlargement. 1. a. Perimeter cm b. Perimeter cm c. How many small rectangles can fit inside the large rectangle? Draw the small rectangles inside the large rectangle. 2. Perimeter cm Perimeter cm Area cm 2 Area cm 2 1 cm Original Enlargement Original Enlargement

LESSON 8 8 Name Date Time Similar Figures continued 273 Copyright © Wright Group/McGraw-Hill 3. Use a centimeter ruler to measure the longest side of each triangle. a. Perimeter of original cm b. Perimeter of enlargement cm c. How many small triangles can fit inside the large triangle? d. Draw the small triangles inside the large triangle. 4. Complete the statements. a. When you enlarge the sides of a shape to twice their original size, the perimeter of the enlargement is times as large as the perimeter of the original shape. b. When you enlarge the sides of a shape to twice their original size, the area of the enlargement is times as large as the area of the original shape. 1 cm Original Enlargement

Copyright © Wright Group/McGraw-Hill 274 STUDY LINK 8 9 Unit 9: Family Letter Name Date Time Fractions, Decimals, and Percents In Unit 9, we will be studying percents and their uses in everyday situations. Your child should begin finding examples of percents in newspapers and magazines, on food packages, on clothing labels, and so on, and bring them to class. They will be used to illustrate a variety of percent applications. As we study percents, your child will learn equivalent values for percents, fractions, and decimals. For example, 50% is equivalent to the fraction 1 2and to the decimal 0.5. The class will develop the understanding that percentalways refers to a part out of 100. Converting “easy” fractions, such as 1 2,1 5,11 0, and 3 4, to decimal and percent equivalents should become automatic for your child. Such fractions are common in percent situations and are helpful with more difficult fractions, decimals, and percents. To help memorize the “easy” fraction/percent equivalencies, your child will play Fraction/Percent Concentration. Throughout the unit, your child will use a calculator to convert fractions to percents and will learn how to use the percent key to calculate discounts, sale prices, and percents of discount. As part of the World Tour, your child will explore population data, such as literacy rates and percents of people who live in rural and urban areas. Finally, the class will begin to apply the multiplication and division algorithms to problems that contain decimals. The approach used in Everyday Mathematicsis straightforward: Students solve the problems as if the numbers were whole numbers. Then they estimate the answers to help them locate the decimal point in the exact answer. In this unit, we begin with fairly simple problems. Your child will solve more difficult problems in Fifth andSixth Grade Everyday Mathematics. Please keep this Family Letter for reference as your child works through Unit 9. “Easy” Decimals Percents Fractions 1 2 0.50 50% 1 4 0.25 25% 3 4 0.75 75% 2 5 0.40 40% 17 0 0.70 70% 2 2 1.00 100%

discount The amount by which the regular price of an item is reduced in a sale, usually given as a fraction or percent of the original price, or as a “percent off.” illiterate An illiterate person cannot read or write. life expectancy The average number of years a person may be expected to live. literate A literate person can read and write. 100% box The entire object, the entire collection of objects, or the entire quantity being considered. percent (%) Per hundred or out of a hundred. For example, “48% of the students in the school are boys” means that, on average, 48 out of 100 students in the school are boys; 48%  14 08 00.48 percent of literacy The percent of the total population that is literate; the number of people out of 100 who are able to read and write. For example, 92% of the population in Mexico is literate— this means that, on average, 92 out of 100 people can read and write. percent or fraction discount The percent or fraction of the regular price that you save in a “percent off” sale. See example under regular price. rank To put in order by size; to sort from smallest to largest or vice versa. regular price or list price The price of an item without a discount. rural In the country sale price The amount you pay after subtracting the discount from the regular price. See example underregular price. urban In the city 275 Copyright © Wright Group/McGraw-Hill Vocabulary Important terms in Unit 9: Unit 9: Family Letter cont. STUDY LINK 89 Countries Ranked from Smallest to Largest Percent of Population, Rural 1Australia 8% 2Japan 21% 3Russia 27% 4Iran 33% 5Turkey 34% 6China 61% 7Thailand 68% 8India 72% 9Vietnam 74% 10Bangladesh 76% Re g u l a r Pr i c e S a le! S a le Pr i c e You Saved $19.95 25%OFF $14.96 $4.99 Rule 24 books 100% box

Copyright © Wright Group/McGraw-Hill 276 Unit 9: Family Letter cont. STUDY LINK 89 Do-Anytime Activities To work with your child on the concepts taught in this unit, try these interesting and rewarding activities: 1.Help your child compile a percent portfolio that includes examples of the many ways percents are used in everyday life. 2.Encourage your child to incorporate such terms as “whole,” “halves,” “thirds,” and “fourths” into his or her everyday vocabulary. 3.Practice renaming fractions as percents, and vice versa, in everyday situations. For example, when preparing a meal, quiz your child on what percent 3 4of a cup would be. 4.Look through advertisements of sales and discounts. If the original price of an item and the percent of discount are given, have your child calculate the amount of discount and the sale price. If the original price and sale price are given, have your child calculate the amount and percent of discount. In this unit, your child will play the following games: Fraction MatchSeeStudent Reference Book, page 243. This game is for 2 to 4 players and requires one deck of Fraction Match cards. The game develops skill in naming equivalent fractions. Fraction/Percent ConcentrationSeeStudent Reference Book, page 246. Two or three players need 1 set of Fraction/Percent Tiles and a calculator to play this game. Playing Fraction/Percent Concentrationhelps students recognize fractions and percents that are equivalent. Over and Up SquaresSeeStudent Reference Book, page 257. This is a game for 2 players and will require a playing grid. The game helps students practice using ordered pairs of numbers to locate points on a rectangular grid. Polygon Pair-UpSeeStudent Reference Book, page 258. This game provides practice in identifying properties of polygons. It requires a Polygon Pair-UpProperty Deck and Polygon Deck. Rugs and FencesSeeStudent Reference Book, pages 260 and 261. This is a game for 2 players and requires a Rugs and FencesPolygon Deck, Area and Perimeter Deck, and Record Sheet. The game helps students practice computing the area and perimeter of polygons. Building Skills through Games

Copyright © Wright Group/McGraw-Hill Unit 9: Family Letter cont. STUDY LINK 89 277 Study Link 9 1 1. 19 00 0; 90%2. 15 03 0; 53%3. 14 00; 4% 4. 16 00 0; 0.605. 12 05 0; 0.256. 17 00; 0.07 7.0.50; 50%8.0.75; 75%9.0.06; 6% Study Link 9 2 1.100; 11 00; 0.01; 1%2.20; 21 0; 0.05; 5% 3.10; 11 0; 0.10; 10%4.4; 1 4; 0.25; 25% 5.2; 1 2; 0.50; 50%6.0.75; 75% 7.0.20; 20% Study Link 9 3 1. Study Link 9 4 1.34%2.67%3.84%4.52% 5.85%6.20%7.25%8.30%9.62.5%10.70%11.15%12.37.5% 13.Sample answer: I divided the numerator by the denominator and then multiplied by 100. 14.86%15.3%16.14%17.83.5% Study Link 9 5 1.7%; 7%; 7%; 8%; 10%; 11%; 10%; 10%; 9%; 8%; 7% 3.Sample answer: I divided the number of marriages for each month by the total number of marriages, then multiplied by 100 and rounded to the nearest whole number. Study Link 9 6 1.The varsity team. They won 18 0or 80% of their games. The junior varsity team only won 6 8or 75% of their games. 2.2: 11; 15 1; 45% 3: 3; 3 3; 100% 4: 11; 19 1; 82% 5: 7; 4 7; 57% 6: 16; 1 11 6; 69% 7: 10; 16 0; 60% 8: 2; 1 2; 50% Study Link 9 7 1.50%2.Tuvalu3.5% 4.Dominica; Antigua and Barbuda; and Palau 5.300% Study Link 9 8 1.25.82.489.63.45.124.112.64 7.Sample answer: I estimated that the answer should be about 5 20100. 8.212.49.38.6410.382.13 Study Link 9 9 1.14.82.0.27003.24.964.0.860 5.23.46.58.32 7.Sample answer: I estimated that the answer should be about 10 40 25. 8.4.29.38.710.0.65 1 _ 2 0.5 1 3 0 . 33333 3 1 4 0.25 1 5 0.2 1 6 0 . 16666 6 1 7 0 . 14285 7 1 8 0.125 1 9 0 . 11111 1 11 0 0.1 11 1 0 . 09090 9 11 2 0 . 08333 3 1_13 0 . 07692 3 11 4 0 . 07142 8 11 5 0 . 06666 6 11 6 0.0625 11 7 0 . 05882 3 11 8 0 . 05555 5 11 9 0 . 05263 1 21 0 0.05 21 1 0 . 04761 9 21 2 0 . 04545 4 21 3 0 . 04347 8 21 4 0 . 04166 6 1_25 0.04 As You Help Your Child with Homework As your child brings assignments home, you may want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit’s Study Links.