TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |2nd 6 Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Calculating Carpet Cost |

|Lesson TOPIC: |Calculating Area |

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|TAKS Objective: |Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning. |

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|FoCUS TEKS and Student Expectation: |(7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical|

| |world. The student is expected to: |

| |(B) use geometric concepts and properties to solve problems in fields such as art and |

| |architecture |

|Supporting TEKS and Student Expectations: |(14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(A) identify and apply mathematics to everyday experiences, to activities in and outside of |

| |school, with other disciplines, and with other mathematical topics |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Area |Area is the number of square units needed to cover a surface enclosed by a geometric figure. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Prior to this lesson, stop by a carpet store and get three or four carpet samples. On the back of each sample write the price per yard. Place the samples on a table in your classroom. You will also need to measure the dimensions of your classroom as if you were going to install carpet. As students enter the room, ask students to look at the carpet samples and select which carpet they prefer.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Discuss why it is important to be able to calculate area in our lives today. Tell your students that today they are going to practice using area to carpet rooms in a house. Inform students that area is a measure of the amount of surface on a closed plane figure. Explain that there are formulas for finding the area of rectangles, triangles, circles, and squares. The area of a rectangle can be found by multiplying the base times the height. The area of a triangle can be found by multiplying the base times the one-half the height. The area of a circle can be found by multiplying pi (which is equal to 3.14) by the square of the radius. The area of a square can be found by multiplying the base times itself. Write the formulas for finding the area of a rectangle, triangle, circle, and square on the board. Discuss what each part of the formulas mean. Inform your students that for today’s lesson the first thing to know is how to measure carpet so you don't buy more than you need. The math is very simple, multiply the width by the length of the room and then divide the number by 9 and round up to the nearest whole number. Demonstrate how a 10x12 room will need 14 sq. yards of carpet. The final thing to do is multiply the square yards needed by the price of the carpet. This will give you the cost of the carpet.

C. Guided activity or strategy

Write the dimensions of the classroom on the board. Have students get out a piece of scratch paper. Hold up the carpet samples and tell the price per yard. Have the students calculate the cost of the carpet for the classroom based on the carpet sample they preferred at the beginning of class. After ample time has been given for calculation, go over the answers with the students. Answer any questions your students may have pertaining to area.

D. Accommodations/modifications

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Students may be assessed on comprehension of this lesson by completing the Calculating Carpet Cost Worksheet.

B. Accommodations/modifications

Students requiring modifications may be paired with a peer to work on the Calculating Carpet Cost Worksheet.

C. Enrichment

iii. Assessment of Activities

A. Description

Individual grades may be taken on the Calculating Carpet Cost Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Calculating Carpet Cost Grading Rubric/Answer Key.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• In what other real-world applications do you calculate the area of an object?

• What is the difference between area and perimeter?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the class in a discussion of how area problems may look in test format by placing the TAKS questions below on the board/overhead.

B. Sample TAKS questions

1. An architect designed a rectangular room with an area of 925 square feet.

What is the width of the room if the length is 37 feet?

A. 25 ft

B. 74 ft

C. 425.5 ft

D. 462.5 ft

2. Mr. Polanco purchased 12 boxes of tile. Each box contained 15 square tiles. If Mr. Polanco wants to tile the wall 14 tiles high and 13 tiles long, which procedure can he use to determine whether he has enough tiles to complete the job?

F. Multiply 14 by 12

G. Subtract 14 from 15 and then multiply by 12

H. Multiply 12 by 15 and then compare the product with the product of 13 and 14

J. Add 15 and 14 and then multiply by 13

3. The area of a square is 125 square meters. Which best represents the length of a side of the square?

F. 10.8 m

G. 11.2 m

H. 11.9 m

J. 12 m

V. Key Vocabulary

Area

VI. Resources

A. Textbook

Glencoe Mathematics ~ Applications and Connections Course 3

Chapter 1: Problem Solving and Algebra

• Perimeter and Area, pp. 38-42

B. Supplementary materials

• Calculating Carpet Cost Worksheet

• Calculating Carpet Cost Grading Rubric/Answer Key

C. Technology

See follow up activities below.

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

For additional area practice, students may be taken to the computer lab to utilize the following sites:









VIII. Teacher Notes

Emphasize why it is important to be able to calculate area in our daily lives. Have your students name occasions when they need to find the area of certain things. Some examples would be: buying shelf paper to cover their shelves, deciding how much tile would be needed to cover an area, calculating how much concrete to order when pouring a driveway, etc.

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