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wants to know 1. Suppose why we multiply only 2 of the lengths of the sides of a rectangle to determine the rectangle's area. After all, when we calculate the perimeter of a rectangle, we add the lengths of the 4 sides of the rectangle, so why don't we multiply the lengths of the 4 sides to find the area? Explain to the student what perimeter and area such calc а. 2 b. с. а. mean, and explain why we carry out the perimeter and area calculations for a rectangle the d. e way we do. 7. 8 h. Describe some problems or activities that might help the student understand the calculations. Sarah is confused about the difference between 2. the perimeter and the area of a polygon. Explain the two concepts and the distinction between them. 3. a. Describea concrete way to demonstrate that many different shapes can have the same perimeter. b.Describe a concrete way to demonstrate that many different shapes can have the same area. Anya wants to draw many different rectangles that have a perimeter of 16 centimeters. Anya draws a few rectangles, but then she stops drawing and starts looking for pairs of numbers that add to 8. 4. . Why does it make sense for Anya to look for ? How is she likely

wants to know 1. Suppose why we multiply only 2 of the lengths of the sides of a rectangle to determine the rectangle's area. After all, when we calculate the perimeter of a rectangle, we add the lengths of the 4 sides of the rectangle, so why don't we multiply the lengths of the 4 sides to find the area? Explain to the student what perimeter and area such calc а. 2 b. с. а. mean, and explain why we carry out the perimeter and area calculations for a rectangle the d. e way we do. 7. 8 h. Describe some problems or activities that might help the student understand the calculations. Sarah is confused about the difference between 2. the perimeter and the area of a polygon. Explain the two concepts and the distinction between them. 3. a. Describea concrete way to demonstrate that many different shapes can have the same perimeter. b.Describe a concrete way to demonstrate that many different shapes can have the same area. Anya wants to draw many different rectangles that have a perimeter of 16 centimeters. Anya draws a few rectangles, but then she stops drawing and starts looking for pairs of numbers that add to 8. 4. . Why does it make sense for Anya to look for ? How is she likely

Elementary Geometry For College Students, 7e
Elementary Geometry For College Students, 7e
7th Edition
ISBN:9781337614085
Author:Alexander, Daniel C.; Koeberlein, Geralyn M.
Publisher:Alexander, Daniel C.; Koeberlein, Geralyn M.
ChapterP: Preliminary Concepts
SectionP.CT: Test
Problem 1CT
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wants to know 1. Suppose why we multiply only 2 of the lengths of the sides of a rectangle to determine the rectangle's area. After all, when we calculate the perimeter of a rectangle, we add the lengths of the 4 sides of the rectangle, so why don't we multiply the lengths of the 4 sides to find the area? Explain to the student what perimeter and area such calc а. 2 b. с. а. mean, and explain why we carry out the perimeter and area calculations for a rectangle the d. e way we do. 7. 8 h. Describe some problems or activities that might help the student understand the calculations. Sarah is confused about the difference between 2. the perimeter and the area of a polygon. Explain the two concepts and the distinction between them. 3. a. Describea concrete way to demonstrate that many different shapes can have the same perimeter. b.Describe a concrete way to demonstrate that many different shapes can have the same area. Anya wants to draw many different rectangles that have a perimeter of 16 centimeters. Anya draws a few rectangles, but then she stops drawing and starts looking for pairs of numbers that add to 8. 4. . Why does it make sense for Anya to look for ? How is she likely
Transcribed Image Text:wants to know 1. Suppose why we multiply only 2 of the lengths of the sides of a rectangle to determine the rectangle's area. After all, when we calculate the perimeter of a rectangle, we add the lengths of the 4 sides of the rectangle, so why don't we multiply the lengths of the 4 sides to find the area? Explain to the student what perimeter and area such calc а. 2 b. с. а. mean, and explain why we carry out the perimeter and area calculations for a rectangle the d. e way we do. 7. 8 h. Describe some problems or activities that might help the student understand the calculations. Sarah is confused about the difference between 2. the perimeter and the area of a polygon. Explain the two concepts and the distinction between them. 3. a. Describea concrete way to demonstrate that many different shapes can have the same perimeter. b.Describe a concrete way to demonstrate that many different shapes can have the same area. Anya wants to draw many different rectangles that have a perimeter of 16 centimeters. Anya draws a few rectangles, but then she stops drawing and starts looking for pairs of numbers that add to 8. 4. . Why does it make sense for Anya to look for ? How is she likely
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