Playing “Areas”

High School Geometry

General Info

Created ByJoe Kulesza
SchoolHigh School
LocationCarol Stream, IL
RoleInstructional Coach

About the Lesson

Subject Area

Using the QFT

Place in the Unit/LessonBeginning
Brief description of the unitI helped a geometry teach introduce a unit on area.
Final QFocusPlaying "Areas"

Student Work

Student Questions

Priority questions in bold

Group 1

  1. Why is it blue?
  2. Why is it red?
  3. Why does it have line?
  4. Why is there circles?
  5. Why is there rectangle?
  6. Why does it say sports?
  7. What is the privileged area?
  8. Why are all pictures sports fields?
  9. Why do they have measures?
  10. Why not a soccer field?
  11. Why are there dotted dots?
  12. Who took these pictures?
  13. What’s on deck circle?
  14. Why do they have units?
  15. Why not a tennis field?
  16. Why only 4 pictures?
  17. Why does it have to be area?
  18. How did you get the measure?
  19. Why not other colors?
  20. Why only 3 rectangles?
  21. What kind of question is this?
  22. Why not only questions of length?
  23. Why not any questions of width?

Group 2

  1. Why is the staple on the wrong side?
  2. Why are they all areas?
  3. Does this have anything to do with math?
  4. Are we gonna learn area?
  5. What do the numbers mean?
  6. What arenas are these?
  7. Why are they different shapes?
  8. What is the length of each sides?
  9. What are the arrows for?
  10. What do the colors mean?
  11. Does this have anything to do with sports?
  12. Why is there purple?
  13. Why is there blue?
  14. What’s an on deck circle?
  15. What’s the division line?
  16. Are these arenas being built?
  17. Do the measurements have any importance?
  18. Why are the colors split?
  19. What is the relationship between all of them?
  20. Do they have anything in common?
  21. Are they in the same location?
  22. Where are they located at?

Group 3

  1. What is in the picture?
  2. What does this have to do with anything?
  3. What is the meaning of life?
  4. Is this an advertisement?
  5. Why are there sports fields?
  6. What is the meaning of these pictures?
  7. Does this have to do with area?
  8. Will this be our next geometry unit?
  9. Why is area “I CAN’T READ IT”?
  10. What is area?
  11. Why is the paper white?
  12. Why are the fields zoomed in?
  13. What is the area of the fields?
  14. Why is the paper stapled?
  15. How is area found?
  16. Are we going to learn the area of the arenas?
  17. Why is there so much area?
  18. What is area?
How did Students Use their Questions

In a few days following, they were printed out on index cards, with each group given a complete set. The groups were told to sort the questions according to (1) which ones had to do with area, and (2) which ones would lead to potentially interesting conversations and deeper understandings. From there, student groups were to come up with 1 or 2 additional questions that would lead to interesting conversations or deeper understandings about area. Finally, groups will have to present their research to the class regarding how they tried to answer such questions.

Teacher Reflections

How questions might be used to impact future learning:

  1. Student collaboration over this question list to advise teacher on areas of interest
  2. Use of this question list as starting points for reseach, discussions, or presentations
  3. Review of this question list after a unit of study to reflect on what was learned

Potentially good questions to discuss (selected by teacher):

  1. Is there a reason these are shaped the way they are for each sport?
  2. What is the reason they are shaped the way they are for each sport?
  3. How are the measured for each sports field determined?
  4. Why do they choose the measures they do?  (i.e. Why is the mound X far from the plate?)
  5. What tools are used to make these measurements when constructing the playing fields?
  6. How can these fields and dimensions be used to demonstrate important math skills?
  7. How does the type of game that is played influence the shape of the playing field?
  8. What is the average space per player that must be covered for each playing surface?
  9. What is the history behind these measurements?
  10. If certain measurements were changed over time, what were the reasons for the change?
  11. What are some key similarities among all of the fields?
  12. What are some key differences between all of the fields?
  13. Which fields are the largest, smallest?
  14. What steps need to be taken to calculate the area for each of these fields?

Questions above that relate to area: 6, 8, 13, 14