Lesson 4


Lesson Narrative

Students were introduced to parallel lines in grade 4. While the standards do not explicitly state that students must work with parallelograms in grades 3–5, the geometry standards in those grades invite students to learn about and explore quadrilaterals of all kinds. The K–6 Geometry Progression gives examples of the kinds of work that students can do in this domain, including work with parallelograms.

In this lesson, students analyze the defining attributes of parallelograms, observe other properties that follow from that definition, and use reasoning strategies from previous lessons to find the areas of parallelograms.

By decomposing and rearranging parallelograms into rectangles, and by enclosing a parallelogram in a rectangle and then subtracting the area of the extra regions, students begin to see that parallelograms have related rectangles that can be used to find the area.

Throughout the lesson, students encounter various parallelograms that, because of their shape, encourage the use of certain strategies. For example, some can be easily decomposed and rearranged into a rectangle. Others—such as ones that are narrow and stretched out—may encourage students to enclose them in rectangles and subtract the areas of the extra pieces (two right triangles).

After working with a series of parallelograms, students attempt to generalize (informally) the process of finding the area of any parallelogram (MP8).

Note that these materials use the “dot” notation (for example \(2 \boldcdot 3\)) to represent multiplication instead of the “cross” notation (for example \(2 \times 3\)). This is because students will be writing many algebraic expressions and equations in this course, sometimes involving the letter \(x\) used as a variable. This notation will be new for many students, and they will need explicit guidance in using it.

Learning Goals

Teacher Facing

  • Compare and contrast (orally) different strategies for determining the area of a parallelogram.
  • Describe (orally and in writing) observations about the opposites sides and opposite angles of parallelograms.
  • Explain (orally and in writing) how to find the area of a parallelogram by rearranging or enclosing it in a rectangle.

Student Facing

Let’s investigate the features and area of parallelograms.

Required Materials

Learning Targets

Student Facing

  • I can use reasoning strategies and what I know about the area of a rectangle to find the area of a parallelogram.
  • I know how to describe the features of a parallelogram using mathematical vocabulary.

CCSS Standards

Building On


Glossary Entries

  • parallelogram

    A parallelogram is a type of quadrilateral that has two pairs of parallel sides.

    Here are two examples of parallelograms.

    Two paralllelograms with the angles and side lengths provided.
  • quadrilateral

    A quadrilateral is a type of polygon that has 4 sides. A rectangle is an example of a quadrilateral. A pentagon is not a quadrilateral, because it has 5 sides.

Print Formatted Materials

Teachers with a valid work email address can click here to register or sign in for free access to Cool Down, Teacher Guide, and PowerPoint materials.

Student Task Statements pdf docx
Cumulative Practice Problem Set pdf docx
Cool Down Log In
Teacher Guide Log In
Teacher Presentation Materials pdf docx

Additional Resources

Google Slides Log In
PowerPoint Slides Log In