Area of Parallelograms, Triangles, and Trapezoids - Assessment or Worksheet
Math on the Move
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What educators are saying
I love that this worksheet had useless information and that they had to know what information to use to solve the problem. Also, I love that some of the shapes were turned so they had to understand how to find the height. Great resource.
My students loved this activity. It is great to assign with sub plans. It's very self explanatory and easy for students to understand without much help. I would definitely order from this person again....
Description
This two-sided assessment (that can also be used for extra practice) includes 19 problems involving area of parallelograms, triangles and trapezoids.
Questions 1 - 12: Students find the area of a parallelograms, triangles, trapezoids. The problem are written in a variety of ways, with or without pictures. Some of the figures include fractional lengths.
Questions 13 - 18: Students find the base or the height, when given the area of a parallelogram, triangle, or trapezoid.
Question 19: Students are given graph paper to draw and label a parallelogram, a triangle, and a trapezoid that have areas of 16 sq. cm.
An answer key is included!
Questions 1 - 12: Students find the area of a parallelograms, triangles, trapezoids. The problem are written in a variety of ways, with or without pictures. Some of the figures include fractional lengths.
Questions 13 - 18: Students find the base or the height, when given the area of a parallelogram, triangle, or trapezoid.
Question 19: Students are given graph paper to draw and label a parallelogram, a triangle, and a trapezoid that have areas of 16 sq. cm.
An answer key is included!
Total Pages
4 pages
Answer Key
Included
Teaching Duration
40 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS7.G.B.6
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.
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