Lesson Plan Guide

Teacher Name: Matthew Schumann & Jason Middleton Class and Grade Taught: Geometry (9th & 10th graders) Lesson Date: 3/25/13 (Note: This activity does not have to take all hour). Lesson Logistics and Setting Unit Topic: Similar Triangles (& polygons, technically). - Previous Lesson Topic: Drawing things to scale - Current Lesson Topic: Proportional Factors K and K^2 - Next Lesson Topic: IB Unit Topic Lesson Objectives: (The learner will know/understand/be able to ) -students will be able to construct a scale drawing of an object -students will be able to construct a proportional ratio of the perimeters between an object and its model -students will be able to construct a proportional ratio of the areas between an object and its model

Standards Addressed: G.2.3.5 Know and apply the theorem stating that the effect of a scale factor of k relating one two-dimensional figure to another or one three-dimensional figure to another, on the length or area of the figures is to multiply each by k or k^2 How will I know students have met the objectives? Students will demonstrate their knowledge by completing a worksheet that will be graded.

Materials Needed: Worksheets, Desks, Introductory Routines: Students will pick up the worksheet and start on the warm-up problem at their desks individually. The teacher will then speak to them about the warm-up as well as give an example for how to complete the activity individually.

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Lesson Plan Guide

Students are working Lesson Launch (10 mins) Students will measure the perimeter of their individual desks and draw a model with the measurements on their paper.
(details about how students are configured, what work they are doing and how they are recording their work) Students are at their desks, working quietly on the worksheet they got from the desk when they walked into class. Students should expect to get the worksheet on their own and they should not be talking when class starts. They may need a calculator or a ruler to complete the activity.

Anticipated Student Thinking/Questions

Students are not going to understand why they are doing it at first because it wont seem like there is a point to the activity. Students are going to be confused about how to measure the desks because of rounded edges. Teacher will instruct them to pretend that the desk has 90 degree corners. Students are going to forget the formula for area. It is length * width. Students are going to forget that they need to calculate the area of a non-standard object by breaking it up into shapes they know how to calculate. The desks at this school are two rectangles put together, and the teacher may need to show them how to calculate that area. Students are going to be confused about how to calculate the edge on the bottom portion of the desk because it is completely rounded. Teacher will instruct them to measure across and assume its straight. Students might not get surface area. Teacher will instruct about the difference between perimeter and surface area.

Teacher Moves

Teacher is going to remind them to start their warm-up when bell rings. Teacher will walk around the classroom and remind those that are off task to get back to work. Teacher will point out to students that the warmup is simply a launch to the activity. They will see a point once we do the next part. Teacher will walk around and give credit for having filled out the warm-up.

They will also calculate the When students are done with the area.

first part of the worksheet, the teacher will then describe to them how to make a scale model.

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Lesson Plan Guide

Explore (15 mins) After teacher explains what a scale model is, (reminder from yesterday), students will generate a scale for their desks and then actually create a scale model of their desks on the paper by measuring with a ruler. After they generate the scale model, they will calculate the area and perimeter using the scale measurements and they will then compare those to the original calculations of area and perimeter.
Students will work individually on this task. They will need a ruler and their worksheet. (Possibly a calculator as well). Students will need to generate a scale to use for the model. After students generate a scale model, they will need to calculate the area and perimeter of the scale models. Finally, they will need to compare the area and perimeter of scale model to original calculations of area and perimeter and each other. Students will not understand why they need to generate a scale model. They will ask why what they drew in the first part wasnt a scale model. The teacher will remind them about their study of maps the day before- you can actually measure the map with a ruler and calculate how many miles are between two objects. Thus, their scale model will require accurate proportions that can be measured with a ruler. Students will struggle to come up with the scale because they wont understand that you can just create it out of thin air. They are used to being given things like that. Students should notice that the perimeters of the original and the perimeters of the scale model are the same proportion. Students might even see that these are the same proportions as a side over a side. Students will struggle to see that the area is the squared ratio of the perimeter. They are bad at numbers. Teacher will walk around room and grade their effort on working on the explore. Teacher will help out students that are struggling. Teacher will remind students to measure accurately on the scale drawing and that the measurements need to be in proportion to the actual measurements of the desk. The teacher may convene a small discussion with the class if they see the class struggling to create a scale or to do the drawing.

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Lesson Plan Guide

Summarize/Share and Discuss (10 mins) Teacher will walk around during the explore and select and sequence three students to showcase to the class on the doc-cam: One poor One medium One excellent
Students will talk about: - What they struggled to do Why is Area the squared ratio of the sides What is the difference between a model and a scale model (model uses actual measurements on inaccurately drawing while scale model the drawing reflects a proportional measurement) How will we use this in actual calculations on test How are perimeter and side proportions the same. The biggest misconception that students have are going to be seeing why Area is the Squared ratio of the perimeter of the sides. Teacher will present the following argument on the board:

So,

Teacher will provide them with answers on accuracy.

Summary Statement: Area is the squared proportion of the perimeter or the sides. Knowing the ratio of the sides can be used to calculate the area if one of the areas of similar polygons are known.

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