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Julie Derby |
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Math Lesson
Date: 11/20-11/21 Estimated Time: 2 math classes Lesson Objectives: As a result of this activity students will: - gain an understanding of scaling objects. - practice ratios and finding missing sides of shapes. - understand that what we are learning in class can apply to real life. OPS Standards: 604. Apply geometric properties of congruency, similarity, symmetry, and transformation. 608. Identify, develop, communicate and apply strategies to solve problems using real-life situations. Nebraska State Standards:
Materials needed: - poster boards for each group - markers - 27 pieces of line paper - 15 copies of each building layout Readiness Anticipatory Set Have bell work up as students walk into the room. Bell work should be review of ratios, finding missing sides of shapes, and what a similar figure is. After the bell work has been corrected have a discussion on how this information might be used in real world situations. Ask the students first what they think. Then go into what an architect is and how they might use this information. Instruction Input Inform the students that they will be working with a partner on a project. Their project is creating a business that Omaha needs. There are 4 building sites that they can buy, but there are missing measurements on their building. They have to use ratios and similar figures to find the missing sides. Once they have that completed the missing sides then they may add on to their building and create rooms to fit their designs (the still need to add measurements to these rooms or add ons that fit the building). Modeling Model to the students something you might think Omaha needs (you could make it fun like an iceskating rink with a roller rink, or you could make it serious like a soup kitchen), but tell the students they must be creative on what they are building (it can't be something like Wal-Mart, Target, Zios, Cheesecake Factory, The Amazing Pizza Machine, etc). Make sure when you are modeling what you want built in Omaha that you explain why you want it built. And then take one of the plans and show the students what they will be doing with finding the sides. Assessment Checking for Understanding Ask the students some ideas on how mathematics is used in the real world? Review quickly on finding missing sides. Then go into the requirements for their project. Requirements: - Complete the missing sides. - Creativeness within building design. - Three 1-4-1 paragraphs on why Omaha needs what you are building. They need to explain in their paragraphs: - What they are building - Why they are building it - How the business will run - Where might they place it in - A poster to present your plan to the class. Guided Practice/Independent Practice Have students work with their 4 o'clock partner. Once they have an idea written down on what they want to build they may come up to the "realtor"; (that's you the teacher) so that they can pick out their building site and begin their project! Multicultural Infusion Discuss the job of being an architect, discuss what they do. Ask the students: - If they think that if you are in a different country the architecture would be different? (discuss this and show pictures from power point) - If they have ever seen different architecture here in Omaha. (like the Modifications For students with special need For students with special needs, there are a few things that can be done. If the writing seems to be the difficulty, change the requirements for them to only write one 1-4-1 paragraph about what they are going to build. Another option to help students would be to create a floor plan with the rooms (and the room's measurements) already in the plan that you give them. Extensions To extend the project for gifted students or for students who really enjoy this project, have them go into more research and detail on why Omaha needs what they are building. You could also have them draw out a ‘formal’ blue print. And you could extend this into the next unit of study (measurement), by having them measure their classroom or bedroom and objects within to redesign them.  |
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