Area of Composite Figures

Area of Composite Figures
Area of Composite Figures
Area of Composite Figures
Area of Composite Figures
Area of Composite Figures
Area of Composite Figures
Area of Composite Figures
Area of Composite Figures
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(1 MB|8 pages)
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  1. 6th Grade Math Projects BundleThis 6th grade math project bundle includes six project based assessments for 6th grade including area of composite figures, writing/solving/graphing inequalities, data and statistics, categorizing rational numbers, and a comprehensive end of the year project.For more i
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  • Product Description
  • StandardsNEW

Area Project - Area of Polygons and Composite Figures Project

Students work collaboratively on this project to create the blueprint of a mini-golf course. Students then find the area of the quadrilaterals, triangles, and composite figures used to create each hole to determine the total turf needed to create the course.

General information: For this project, students work in groups of three to create a blueprint of a nine hole mini-golf course. This assignment allows for creativity while finding the area of multiple polygons including squares, rectangles, parallelograms, trapezoids, triangles and irregular polygons. It is the responsibility of the students to determine and label the information needed to find the area.

Each student in the group is responsible for creating three holes that fit a theme the group has agreed upon. After creating the holes, the students find the area of the holes created by his/her group to ensure everything has been solved correctly by all group members. Although this is a group project, all students should submit their own work page.

Finally, the students ensure all measurements are under the owner’s limit of 800 square feet. Students can create their images on graph paper or in Google slides.

Project Pacing: The project is designed to be introduced and completed in three to four forty five minute periods. However, the project may be introduced during class and completed at home. I recommend students create a rough draft on graph paper of all holes prior to making the final copy.

Set-up/Materials: Set-up is very minimal; provide students with the directions, graph paper, rulers and materials for designing and coloring the course.

Go above and beyond:To engage students even more, consider talking to a local mini-golf owner about providing passes for a free round of mini-golf for any students that get 100% on the project or have students vote on the “best” design and execution to earn the reward. Really motivate students by allowing the best design to make one of their holes to be showcased at the mini-golf course. Use the letter provided to present to your local business owner about the exciting project opportunity.

Topics covered by this project:

- Area of square

- Area of rectangle

- Area of parallelogram

- Area of trapezoid

- Area of triangle

- Area of irregular polygons (composite figures and irregular shapes)

Included in this resource:

- Information for the Teacher (instructions/directions/ideas)

- Student Directions

- Project Rubric

- Three sample designs to spark student ideas

- Answer key for sample designs

- Organized printable for student work

- Sample letter to local mini-golf business owner

If you like this project, you may be interested in these projects as well.

Inequality Picture Project

Data and Statistics Create a Game Project

Log in to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
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.
Total Pages
8 pages
Answer Key
Included with rubric
Teaching Duration
4 days
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