NAME: OLE HANSEN

UNIT CALENDAR: WEEK 1

COURSE NAME: 9TH GRADE INTEGRATED MATH
DRIVING QUESTION: HOW CAN WE BUILD A SOCCER BALL FROM SCRATCH?

MONDAY
Lesson Title/Topic: Platonic

Solids

WEDNESDAY
Lesson Title/Topic: Differentiation

FRIDAY
&

Lesson Title/Topic: Building a soccer

ball

Integration

model

Objective(s): SWBAT

Objective(s): SWBAT

Understand how distance, velocity, and

acceleration relate and use functions and
graphs to evaluate each of these.

1) Synthesize their knowledge about platonic

solids.
2) Differentiate between flat and curved
geometric faces (surfaces).

Tell what will happen in each E and a question

you will ask.
Engage

Tell what will happen in each E and a question you

will ask.
Engage

Display several soccer balls with different

degrees of air pressure inside the balls.
Bounce each ball, one at a time, in a spot
where all students can see the balls at all
times. What happened to the balls?

Display a soccer ball with regular,

pentagonal and hexagonal faces. How many
pentagons vs. hexagons are on the soccer
ball? Do you think these numbers matter? Or
is it just what the manufacturer wanted while
making the ball? Could there be a different
number of faces? Why does there have to be
12 pentagons on a hexagonal soccer ball?

Objective(s): SWBAT

1) Discover a relationship among the

vertices, edges, and faces of polygons.
2) Discover what makes a platonic solid
with unique syntheses of vertices, edges,
and faces.
Tell what will happen in each E and a question you
will ask.
Engage

Show Anchor Video.

Explore

Go through the unit requirements,

expectations, and the scoring rubric for the
project. Organize students of four into six
groups that will stay the same throughout
the project.
Students will explore the platonic solids by
using the 3D visualization program
laptops. What might the vertices, edges,
and faces have in common in all the
platonic shapes? Why does the simulation
only allow you to see 5 shapes?
Mathematicians call these shapes some of
the most beautiful and natural shapes.
Why might they say that? (Answer:
Symmetry). Add all the vertices, edges,
faces and try to find a similarity between
all the shapes.
Explain

UKAN TEACH

Explore

Have each group study the bounce of a

ball by using Logger Pro on a computer
and see how it affects the acceleration,
velocity, and the time it takes for the ball
to get to rest when dropped from a certain
height.
Explain

Conduct a class discussion on each

groups findings. What do your velocity
and acceleration as a function of time
graphs look like? How long time did it
take for the ball to come to rest? Why did
the balls bounce differently? Why did it
take some balls longer time to come to
rest on the floor than other balls? Keep a

Explore

The students will, in their groups, create their

own soccer balls with the use of geometric
construction sets handed out by the teacher.
These soccer balls will serve as their first
drafts of their final soccer balls. Does the
object you ended up with look like a soccer
ball?
Explain

Have each group show their soccer balls in

plastic with the other groups. Lead a whole
class discussion focusing on these questions:

Students will work with the 3D shapes on

their laptops and the 2D models to try to
figure out the Euler formula that connects
all the shapes. What do all the edges,
vertices, and faces have in common?
(V+F-E=2). When entering a vertex, what
are some things we already know that
allow us to understand the shapes?
Consider edges going in and out of a
vertex? If you take away a vertex, what
will happen to the edges and faces?
Demonstrate how it might be useful to
look through each face of the shapes to get
a 2D visualization which can help with
counting vertices, edges, and faces.

record on the smart board as each group

By looking at your soccer balls, is Eulers
shares the time it took for the ball to come formula satisfied? What shapes do the faces
to rest.
of the soccer ball have? Are the pentagonal
faces too large compared to the hexagonal
faces?
Elaborate

Have the students compare their graphs

with the functions of each graph. How
does each function represent the behavior
of the graphs? Would you be able to
derive a similar function by just looking
at the graph? What is the
difference/similarity between the velocity
and acceleration graphs? Would you only
need one of the graphs to figure out the
other one? Why? (Differentiation and
integration).

Elaborate

Display a soccer ball with regular,

pentagonal and hexagonal faces. Is this
solid a platonic shape? What makes a
regular soccer ball different from the
shapes that we have looked at so far?
Counting the faces, edges, and vertices, is
there anything that sticks out? How many
pentagons vs. hexagons are on the soccer
ball? Do you think these numbers matter?
Or is it just what the manufacturer wanted
while making the ball? Could there be a
different number of faces? Why does there
have to be 12 pentagons on a hexagonal
soccer ball? What is Eulers formula?
Evaluate

Ask these Exit Questions and tell them to

record their answers in their journals:
How many platonic solids are there?
What makes a shape a platonic solid?
Where do you think the number 2 comes
UKAN TEACH

Elaborate

Have the students think-pair-share their

thoughts about soccer balls used in soccer
and their own soccer balls created today.
Guiding questions: What are their
similarities/differences? Is there something
wrong with the scale? Is your object a perfect
sphere? Why or why not? (Flat faces vs.
curved faces, not about the scale).
Evaluate

Evaluate

Have each group hold on to a printed

copy of their Logger Pro work. Ask them
to individually record answers to these
questions in their journals: What might
influence the bounce of a soccer ball?
What is velocity a measure of? What is
acceleration a measure of? What is the
difference between differentiation and
integration and when would each be
applicable?

Have each student individually record their

answers to these questions in their journal:
What did you learn about soccer balls
today? Why is the soccer ball your group
created not a platonic solid?

from in Eulers formula?

Resource Requirements:

Resource Requirements:

Resource Requirements:

1) 2D Zometool construction set of the 5

platonic solids.
2) 6 computers with Java and Math Tools:
Platonic Solids 3D Visualizations installed
on them.
3) Movie Projector for Anchor Video
4) Journals

1) 6 computers with Logger Pro installed

on them.
2) At least 6 soccer balls.
3) Printer(s).
4) Journals

1) Soccer ball
2) 6 Polydron Frameworks Geometry Sets
3) Journals

Safety:

Safety:

Safety:

Accommodations:

Accommodations:

Accommodations:

- When organizing groups, make sure that

struggling readers are grouped with readerabled students.
- Text in Anchor Video lasts for an
adequate time to meet the needs of
struggling readers.

All students are doing hands-on activities

which will help accommodate for hyper
students.

Provide extra time for the processing of

information and allow the students to think
through their answers.

UKAN TEACH

NAME: OLE HANSEN

UNIT CALENDAR: WEEK 2
DRIVING QUESTION: HOW CAN WE BUILD A SOCCER BALL FROM SCRATCH?

COURSE NAME: 9TH GRADE INTEGRATED MATH

TUESDAY

THURSDAY

Lesson Title/Topic: Creating a soccer ball recipe

Lesson Title/Topic: Soccer ball design I

Objective(s): SWBAT

Objective(s): SWBAT

1) Identify, plot, and label points, axes, and quadrants on a

coordinate (Cartesian) plane.
2) Determine the properties preserved and not preserved
under a given transformation; determine whether an image is
congruent or similar to the original figure.

1) Construct a regular pentagon with a straightedge and a

compass.
2) Identify a regular polygon.
3) Draw a connection of the relationship between angles
and polygons.

Tell what will happen in each E and a question you will ask.
Engage

Tell what will happen in each E and a question you will ask.
Engage

Display to the students pictures of an ice cream cone, a t-shirt

and a wedding ring in a power-point presentation. Ask the
students: What do these objects have in common? What was
needed to make them? How were they made? On a new slide
in the power-point presentation, show a picture of a flat
waffle and a picture of the front and the back of a t-shirt not
sewn together. Continue questioning the students: What do
the objects in the pictures have in common? Why are these
not an ice cream cone and a t-shirt? Can these objects be
helpful in creating ice cream cones and t-shirts? Why or why
not? How can these ideas be helpful in creating a soccer
ball?

Questioning strategy- open the lesson with these questions:

Would the plastic soccer ball your group created last week
serve well as a soccer ball design? Why/ why not? Could
someone remind me of the shapes that make up a soccer
ball? Have the students measure the edges and angles of at
least three arbitrary pentagons and hexagons on a soccer
ball. They will verify that each polygon is regular. Hand out
a soccer ball and a protractor with length measurement (if
the protractor does not have a length measurement, both a
protractor and a straightedge are needed) to each group.
Are the hexagons you measured on your soccer ball
similar? What about the pentagons- are they similar? What
angles did you find in both shapes? Are the polygons
regular?

Explore

Have each group cut open an actual soccer ball and lay it flat
out on a table to understand how a soccer ball is sewn
together. Have them use this idea to flatten out their
Frameworks objects created in the previous lesson. Then
they will make a blueprint of the contours of it situated in a
coordinate plane (on a poster) and have them label the axes
and record coordinates for some select (up to ten) polygons.
Invite the students to color the pentagonal shapes and the
UKAN TEACH

Explore

Now that the students know what pentagons and hexagons

look like, they will work in their groups to construct these
shapes with the use of a pen(cil), a piece of construction
paper, a straightedge, and a compass. How could you
create these regular shapes by only using the tools I am
about to hand out? The students will not necessarily be

hexagonal shapes in two distinct colors (keeping one of the

shapes white, the color of the poster, is allowed).
Explain

Now that they have a recipe on how to create a soccer ball,

this is when they will understand that mass production of the
item can happen (with a design, the item can now undergo
mass production). Have each group compare their design with
all the other groups. Questions to ask: What did this activity
show you?, What are the differences and similarities among
the groups designs?, Would all the designs make copies of
the same soccer ball?, What is congruence?, Would they
all be congruent?
Elaborate

After understanding that the designs would all be congruent

(if done accurately enough), the students will be coached in
the concept of similarity. Question: Do the designs look
similar? (Congruence is a special case of similarity). How
could you use one of the designs to make it smaller or
bigger?, Would you have to alter the angles and/or the
lengths of the edges of each polygon? Would the original
design and the new design be considered similar? Why/why
not? Would they be considered congruent? Why/why not?
Evaluate

In their journals, the students will record answers to the

following questions individually: Why do we need
designs?, How did you go about figuring out the design of
your groups soccer ball, Why did your group decide to
make the design the way you did?, What is geometric
congruence?, What is geometric similarity?

able to construct a pentagon, but the point is for them to

uncover mysteries of geometric shapes. Ask them to see if
they can come up with a formula for the total summation of
the angles in a polygon (Angles in polygon = (E-2)*180,
where E denotes the number of edges).
Explain

Based on the Explore, guide the class with these questions:

How did you go about constructing the hexagon? Did you
manage to construct a pentagon as well? Why might it be
harder to construct a pentagon, even though it has got less
edges than a hexagon? Raise your hand if your group came
up with a formula for the total summation of the angles in a
polygon. What is the formula? How did you figure that
out?
Elaborate

Discuss with the students the STOP sign that occurs on the
roads. What is so special about this sign? What shape does
it have? How can you prove it? Take the class outside to the
nearest intersection with at least one STOP sign. Have each
group measure 1-2 edges and angles so that all groups
contribute to the findings. Bring the class back to the
classroom and go over the results. What did group number
1 find for their measurements? Is this the same as for the
rest of you? What can we conclude? (Regular octagon).
Display a chart of all the geometric traffic sign shapes that
exist on the document camera. Do you recognize any of
these shapes? Can you name them? Which ones are new to
you? What is the shape of the No passing zone sign?
What is it called? (Pennant). Isnt that what is often used in
flags or banners, such as a golf flag on the putting green or
the flag, made out of wool, with our school name on it?
Evaluate

The students will record their answers to these questions in

their journals individually: What is the formula for the
UKAN TEACH

summation of angles in a polygon?, What is the angle

summation in a heptadecagon (a regular polygon with 17
edges)?, What is the recipe for constructing a hexagon?
Answer this in a step-wise fashion, How do you think
your group can construct a regular polygon?

Resource Requirements:

Resource Requirements:

1) Computer with power-point presentation

2) 6 soccer balls
3) Crayons
4) 6 large posters
5) Journals
6) 6 pairs of large scissors

1) 24 straightedges
2) 24 compasses
3) Pencils
4) Construction paper
5) Document camera
6) Journals

Safety: When

the group has picked a representative to cut open Safety: When measuring the STOP sign, make sure to let the
the soccer ball, make sure that they do this in a designated
students be aware that they are not allowed to cover up the
area away from other students to prevent any accidents.
STOP sign, because it can be dangerous for people in the
traffic, and have the students back off whenever a vehicle
approaches the intersection. Help out with letting them
know when a vehicle is approaching. Try to find an
intersection with a STOP sign where there is little to no
traffic.
Accommodations: Make sure that the pictures in the powerAccommodations: In the Evaluation section, welcome
point presentation are large and clear enough for all students
students to make drawings of the construction steps instead
to see regardless of their placement in the classroom.
of writing text, if they prefer to do it this way.

UKAN TEACH

NAME: OLE HANSEN

UNIT CALENDAR: WEEK 3
DRIVING QUESTION: HOW CAN WE BUILD A SOCCER BALL FROM SCRATCH?

MONDAY

COURSE NAME: 9TH GRADE INTEGRATED MATH

WEDNESDAY

FRIDAY

Lesson Title/Topic: The Golden Ratio

Lesson Title/Topic: Home-made soccer ball

Objective(s): SWBAT

Objective(s): SWBAT

Objective(s): SWBAT

1) Find the surface area of a sphere.

Discover the Golden Ratio and relate it to

real life objects.

Use knowledge from previous lessons to

design and create a real-world object
(soccer ball).

Lesson Title/Topic: Properties

of a soccer ball

2) Find the volume of a sphere

Tell what will happen in each E and a question you
will ask.
Engage
Tell what will happen in each E and a question you will
ask.
Engage

Have the students guess the object inside of a

box with a tiny hole. How would go about
guessing what is inside the box without
opening up the lid?

Display three rectangles with different

widths and lengths on a document camera
and have the students think-pair-share their
estimations of the ratio of the length to the
width for all the rectangles. Which
rectangle is the most pleasing to your eye?

Tell what will happen in each E and a question you

will ask.
Engage

The students will, in their groups, plan the

creation of their soccer balls. What
methods and materials will your group be
using to create the soccer ball?
Explore

Explore
Explore

Have the students construct hypotheses about

UKAN TEACH

Have the students find the golden ratio in a

pentagon, in architecture around the school

Based on what the students have learned in

the unit so far, they will now construct their
own soccer balls with their desired material

why soccer balls are categorized into 3-,4-, and building, on their bodies, and in nature.
5- balls. Hand out measuring devices and a set Were your numbers close to 1.618?
of these three types of soccer balls and have
the students test out their hypotheses. Why
Explain
are soccer balls given these names?
Conduct a class discussion on their
findings. A question to ask: Why does this
number keep reoccurring wherever you
Explain
Have the students share their findings with
turn your nose?
other groups. Then, lead a whole class
discussion. What were your hypotheses?,
Elaborate
How well did they match with what you
A guest speaker, who has formerly worked
found out/measured?
as a soccer ball manufacturer, will be in
class to conduct a fun and relevant speech
and demonstration on the life cycle of a
Elaborate
Have the students create hypotheses of what
soccer ball.
influences the bounce of a soccer ball. What
are factors that affect the ability for a soccer
Evaluate
ball to bounce?
In their journals, the students will record
their answers to these questions
individually: What is the golden ratio?,
Evaluate
In their journals, the students will record their
Where can it be found?, Why is it
answers to these questions individually: Why golden?, Did the guest speaker help spark
are soccer balls sometimes referred to as 3-, 4-, some ideas for how your group will
and 5- balls?, What should we do before
possibly create a soccer ball?
testing something and why?

(approved by teacher). What are the

advantages and disadvantages for using
your groups chosen material?

Resource Requirements:

Resource Requirements:

1) Box with lid containing an object (for

example flower, fur, herbs etc.)
2) Sets of 3-, 4-, and 5- balls, one for each
group if quantity allows.
3) Rulers and measuring tapes, one of each per
group.

1) Document camera
2) Rectangular shapes sheet

Resource Requirements:
Online soccer ball template:

UKAN TEACH

Explain

Help the students understand the importance

of the project. Ask What were some things
you had to think about when planning and
creating your soccer ball?, What
mathematical concepts lie behind the
creation of your soccer ball?
Elaborate

Have the students use an online soccer ball

template and use it to create a paper model
of a truncated icosahedron. How does this
paper model compare to the plastic model
you created two weeks ago?
Evaluate

In their journals, the students will record

their answers to these questions
individually: How effective was the group
work today?, How would you rate your
contribution to the group work and why?,
Do you have any questions for me?

http://www.korthalsaltes.com/model.php?na
me_en=truncated%20icosahedron

Safety:

Safety:

Safety:

The object in the box must not be harmful to

the students.

Go through campus safety rules, such as

illegal areas.

If wood needs to be cut with a cutting

machine, allow the woodwork teacher to be
the ONLY person handling this.

Accommodations:

Accommodations:

Accommodations:

Seat the student away from distractions

whenever possible. Think critically about
seating arrangements.

Provide close proximity to the teacher

when working on the Explore.

Arrange with arts and crafts teacher to help

out students with their soccer ball design
and obtaining material.

UKAN TEACH

NAME: OLE HANSEN

UNIT CALENDAR: WEEK 4
DRIVING QUESTION: HOW CAN WE BUILD A SOCCER BALL FROM SCRATCH?

TUESDAY

COURSE NAME: 9TH GRADE INTEGRATED MATH

THURSDAY

Lesson Title/Topic: Data representation and analysis

Lesson Title/Topic: Soccer artwork

Objective(s): SWBAT

Objective(s): SWBAT

1) Review good practice in data presentation.

2) Provide examples of different data presentation formats.
3) Provide sufficient information allowing students to select
the presentation format most applicable to their own data.
4) Find the range, mean, median and mode of various sets
of data.

1) Create accurate summaries.

2) Synthesize all the knowledge the project has taught them
through reflection.
3) Communicate obtained information to their peers.

Tell what will happen in each E and a question you will ask.
Engage

Show Anchor Video again to remind the students what the

project has been and is about.

Discuss the purpose and effectiveness of surveys. What

surveys have you taken in the past and what was your
experience like?

Tell what will happen in each E and a question you will ask.
Engage

Explore

Have the students create a group poster summarizing the

project. What have you been working on with this project?

Explore

The students will create surveys and have them pass these
out to students and staff members in the school building.
What would you like to ask others about soccer balls?
The questions will be based on what people know about
soccer balls and people will check off answers on rating
scales, in boxes provided, etc. Then, the students will
collect the surveys and use the data to make their desired
UKAN TEACH

Explain

Have the students reflect on what this unit project has taught
them. What improvements would you have made if you
could do it all over again and why?
Elaborate

graph in Excel.
Explain

Have the students think-pair-share their graph choices.

Have each group show their results on a document camera.
What is the range, the mode, the mean, and the median of
your results?
Elaborate

Students will get together in their groups to do their finishing

touch of getting their oral presentations all together. Do you
know what you and your group want to share with the rest of
us?
Evaluate

Summative assessment: The students will be assessed on

different elements during their presentations and on some
artifacts (refer to analytic scoring rubric for more details).

This is the time for the students to finish creating their

soccer balls for their exhibition in the last lesson. How will
you impress your peers?
Evaluate

In their journals, the students will record their answers to

these questions individually: How do you calculate the
range, the mean, the mode, and the median of a set of data
points?, How do you represent data?, Did your graph
turn out as expected or unexpected? Explain briefly.
PS: Remind that students should look through the rubric
requirements for the artifacts and presentation and come
prepared to class.

Resource Requirements:

1) Document camera
2) 6 laptops with Excel

Safety:

Make sure there are visual clues around the room to help.

UKAN TEACH

Resource Requirements:
Anchor Video

Safety:

Accommodations:

Accommodations:

Keep instructions and directions chunked. Provide one

step at a time, dont overload the student on too many
pieces of information at once

Arrange with arts and crafts teacher, who is an expert in

graphical computer design, to help students with their posters.

Standards
M1. Make sense of problems and persevere in
solving them.
Geometry, Congruence, 12, Make formal
geometric constructions with a variety of
tools/methods.
S8. Obtain, evaluate & communicate
information.
S4. Analyze & interpret data.
HS-ETS1-2. Design a solution to a complex realworld problem.

UKAN TEACH

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