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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 1:
PRE-VISIT - BALLPARK FIGURES - PART 1
OBJECTIVE: Students will be able to:
Estimate, measure, and calculate length, perimeter, and area of various rectangles.
TIME REQUIRED: 1 class period, longer for activity
MATERIALS NEEDED:
Pencils
Paper (Regular and graph paper)
Rulers
Calculators
Copies of the “Stuff My Locker!” worksheet – 1 for each student
VOCABULARY:
Angle - The figure formed by two lines extending from the same point
Congruent - Having the same size and shape
Length - The measured distance from one end to the other of the longer side of an object
Polygon – A closed figure made up of line segments
Rectangle - A quadrilateral with two pairs of congruent sides and four right angles
Right Angle - An angle measuring exactly 90 degrees
Parallel – Lines moving in the same direction but always the same distance apart
Perpendicular – Lines that intersect at 90 degree angles
Perimeter - The distance around the outside of a polygon
Width - The measured distance from one end to the other of the shorter side of an object
GEOMETRY
Circling the Bases
Level 2 - Page 1 of 12
GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
APPLICABLE TEKS STATE STANDARDS:
Lesson 1
5.4H, 6.8C, 6.8D, 7.3A, 7.3B, 7.5C and Process Standards 1A, 1B, 1C, 1D, and 1G
GEOMETRY
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 1:
LESSON
1| Begin the lesson by reviewing that geometry is a branch of mathematics that deals with
points, lines, angles, and shapes.
2| Review the term polygon. Explain that a polygon is a plane shape (two-dimensional or
“flat”) with straight sides that connect. The points at which the sides connect are angles.
In fact, the word polygon actually means “many-angles.”
3| Polygons are often named after the number of sides they have. Draw several different
types of polygons on the board, and then label each, demonstrating how the number of
sides gives each polygon its name.
Triangle - A three-sided polygon.
Quadrilateral - A four-sided polygon.
Pentagon - A five-sided polygon.
Hexagon - A six-sided polygon.
4| Briefly discuss squares and rectangles. Both shapes are quadrilaterals. Squares have
four congruent sides and four right angles. Rectangles have two congruent sides and
four right angles.
5| Explain that today you will be reviewing different ways to measure polygons. Review the
following definitions:
Length - The measured distance from one end to the other of the longer side of an object
Width - The measured distance from one end to the other of the shorter side of an object
6| Explain (or review) that perimeter is the measure of the distance around the outside of a
polygon. It is found by adding the lengths of all sides of a figure. Sometimes the lengths of
each side are given; sometimes the lengths will need to be measured.
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 1:
LESSON - CONTINUED
7| On the board, draw a rectangle labeled with a length of 4 feet and width of 3 feet.
Then draw a right triangle with a base of 4 feet, height of 3 feet, and a hypotenuse of 5
feet. Demonstrate that to measure the perimeter of any polygon, the lengths of each side
are added together.
8| Provide students with the formula to find the perimeter of a rectangle:
Perimeter = 2 x (length + width)
9| Remind students that rectangles have two pairs of parallel sides. Opposite sides are
equal. Squares have four equal sides, so if the length of one side is known, the lengths of
all other sides are known as well.
10| Draw a diagram of a baseball field as shown below. Discuss that the infield is commonly
known as the “baseball diamond.” Home plate, first, second, and third bases make up the
four points of the diamond.
11| The baseball “diamond” is a square. Review that a square is a quadrilateral with all
sides of equal length and all angles measuring 90 degrees. Point out that each side of a
Major League baseball diamond measures 90 feet. Have students determine the
perimeter of the baseball diamond.
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Circling the Bases
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 1:
LESSON - CONTINUED
12| Review that 90’ + 90’ + 90’ + 90’ = 360’.
13| Explain that the area of a figure measures the amount of space inside it. Area is
measured using square units. For example, if inches are used to measure length, then the
area will be measured in square inches.
14| Show students that square units are indicated with a superscript 2 following the units of
measure. For example, 90’².
15| Provide students with the formula to find an object’s area:
Area = length x width
16| Have students determine the area of the infield drawn previously.
17| Review that 90’x 90’ = 8100’².’
18| Introduce the activity.
GEOMETRY
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 1:
ACTIVITY
1| Introduce the activity by explaining that perimeter and area are used all the time by
baseball groundskeepers and stadium architects. In this multi-day activity, students will
have the chance to act as both groundskeepers and architects as they put area and
perimeter formulas into practice.
2| Challenge students with the following problem:
Your hometown has just decided to build a brand new baseball field for your Little
League team. The city council has set aside $100,000 to build this new field. A
rectangular piece of land (275 feet x 600 feet) has been donated to the city for the
purpose of building this field. In order to build the field, it first must be determined if
the new field will fit on the donated land, and also if the city has budgeted enough
money to build it.
3| Before proceeding, ensure that each student has a pencil, a calculator, regular paper,
graph paper, and a ruler.
4| Ask students, “What is the area of the donated land?” (Answer: 165,000 ft2)
5| Have students use graph paper to draw a scale outline of the donated lot. *Note*
Students may want to connect multiple pieces of graph paper in order to create this model.
6| Next, review the required measurements of a Little League baseball field. Write the
following on the board or on a sheet of chart paper for reference.
BASE TO BASE60 Feet
PITCHING RUBBER TO HOME PLATE
46 Feet
BACKSTOP TO HOME PLATE25 Feet
PITCHERS MOUND TO THE GRASS LINE OF THE INFIELD
50 Feet
FOUL LINES180 Feet
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 5:
ACTIVITY - CONTINUED
7| Have students use the given measurements to draw an outline of the proposed baseball
field within the scale outlines they created earlier.
8| Ask students, “Based on the dimensions of the Little League baseball field, will there be
enough room to build the Little League baseball field on the donated land?” (Yes)
9| Ask, “Is there anything not shown on the diagram of the baseball field that needs to be
accounted for that is found at a baseball field?” (Answer: Stands, Dugouts, Outfield Fences)
10| As a class, discuss how much space you want to allow for stands and team dugouts at this
ballpark. *Note* All outfield fences must be at least 180 feet from home plate.
11| Have students calculate the amount of fencing that will be required to encircle the
baseball field. (This figure will vary depending on your outfield distance choices.)
12| Have students calculate the area of the infield and the area of the outfield.
(Infield area = 8100’²; Outfield area will vary based on your class’ choice in step #10)
13| Collect students’ scale drawings for use in Lesson 2 of this unit.
CONCLUSION:
To conclude this lesson and check for understanding, provide students with “Stuff My
Locker!” worksheet (included), and have students work independently to find the area
and perimeter of the objects given.
GEOMETRY
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
STUFF MY LOCKER!
NAME|
DATE|
INSTRUCTIONS:
You want your locker at school to reflect that you’re a HUGE baseball fan.
Your locker measures 12” wide, 12” deep, and 30” tall. Counting the inside of the door,
you have four surfaces that you can cover with baseball gear.
First, calculate the total surface area of the walls of your locker. Then, calculate the
perimeter and area of each of the following posters. Will they fit?
Show your work alongside each problem, or on a separate sheet of paper.
1| DETERMINE THE AREA OF EACH WALL OF YOUR LOCKER
2| DETERMINE THE TOTAL AREA OF THE 4 WALLS OF YOUR LOCKER?
GEOMETRY
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GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
STUFF MY LOCKER!
Calculate the perimeter and/or area of each of the following posters:
3|
B
A
Side A = 10”
Side B = 20”
PERIMETER|
Will it fit? Circle one:
YES NO
A
4|
B
C
Side A = 6”
Side B = 10”
Side C = 3.5”
PERIMETER|
Will it fit? Circle one:
YES NO
GEOMETRY
Circling the Bases
Level 2 - Page 9 of 12
GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
WORLD’S BIGGEST FAN
A
5|
B
Side A = 9.5”
Side B = 12”
PERIMETER|
AREA|
Will it fit? Circle one:
6|
YES NO
A
Side A = 12”
PERIMETER|
Will it fit? Circle one:
AREA|
YES NO
GEOMETRY
Circling the Bases
Level 2 - Page 10 of 12
GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
WORLD’S BIGGEST FAN
A
5|
B
Side A = 8”
Side B = 32”
PERIMETER|
AREA|
Will it fit? Circle one:
6|
YES NO
A
B
Side A = 5”
Side B = 4”
PERIMETER|
Will it fit? Circle one:
AREA|
YES NO
GEOMETRY
Circling the Bases
Level 2 - Page 11 of 12
GEOMETRY
CIRCLING THE BASES
HOUSTON ASTROS IN PARTNER WITH THE NBHOF
LESSON 1:
STUFF MY LOCKER! ANSWER KEY
Your locker measures 12” wide, 12” deep, and 30”tall.
1| Determine the area of each wall of your locker. 12” x 30” = 360”2
2| Determine the total area of the 4 walls of your locker. 360”2 x 4 = 1440” 2
3| Side A = 10”, Side B = 20”, *Side C = 20” (Not given, students must determine)
50”
Perimeter _________________
YES
- if hung vertically
Will it Fit? ______________________
4| Side A = 6”, Side B = 10”, Side C = 3.5”, *Side D = 3.5”, *Side E = 10”
33”
Perimeter _________________
YES
Will it Fit? ______________________
5| Side A = 9.5”, Side B = 12”, *Side C = 9.5”, *Side D = 12”
43”
Perimeter _____________
114”
2
Will it Fit? _____________
YES
Will it Fit? _____________
6| Side A = 9.5”, Side B = 12”, *Side C = 9.5”, *Side D = 12”
48”
Perimeter _____________
144”
2
Will it Fit? _____________
YES
Will it Fit? _____________
7| Side A = 9.5”, Side B = 12”, *Side C = 9.5”, *Side D = 12”
80”
Perimeter _____________
256”
2
Will it Fit? _____________
NO
Will it Fit? _____________
8| Side A = 9.5”, Side B = 12”, *Side C = 9.5”, *Side D = 12”
18”
Perimeter _____________
20”
2
Will it Fit? _____________
YES
Will it Fit? _______
GEOMETRY
Circling the Bases
Level 2 - Page 12 of 12