Two-Week Unit Plan for Sale and Geometry



Two-Week Unit Plan for Sale and Geometry

I teach Pre-Algebra to 7th grade students, in Canoga Park. I have 24-26 students in a class. Our school is about 75% free and reduced lunch. Our core subjects are taught Monday-Thursday, in two hour blocks. Our curriculum is based on the backwards design model, project based learning, and connections to real world situations. Our project for this year is for the students to establish and run a business (2-5 people per group). In the first trimester they put together a portfolio of all the logistics of starting a business and wrote a persuasive essay about why they should get twenty-five thousand to start a business. In this trimester they have to put the business together. The end product for this trimester is a floor plan to scale based on the measurements of the property they chose and a financial report of various fixes they will do to their business.

Everyday the students will be reminded that the purpose of the next seven days is leading up to the presentation of the floor plan of their store. There will also be a rubric for the final project.

|California Standards |

|1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems: |

|1.1 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per |

|second, cubic inches to cubic centimeters). |

|1.2 Construct and read drawings and models made to scale. |

|1.3 Use proportions and dimensional analysis to find indirect measurement and check the reasonableness of the answer. |

|Learning Objectives |

|Students will be able to name, use, and convert between units of measure (Metric-Metric, Customary-Metric, and Customary-Customary). |

|Students will understand what a scale factor is. |

|Students will be able to draw a floor plan to scale. |

|Day 1 |Day 2 |Day 3 |Day 4 |

|Warm-up (Question) |Warm-up 5-6 sample questions similar to |Warm-up 5-6 sample questions |Warm-up Will consist of fractions |

|What do you know about how people |those given on the CST based on the topic |similar to those given on the |review in which they have to give |

|measure different things? Such as, |covered yesterday. |CST based on the topic covered |three different lower and higher |

|Highways, a glass of water, heat of a |Volunteers will go up to the board and |yesterday. |equivalent fractions. |

|cup of coffee, football fields, the |solve the problem the audience will be |Volunteers will go up to the | |

|amount of water in a pool, the amount |responsible for spotting any mistakes and |board and solve the problem the|Introduction |

|of flour needed in a cake |correcting them. |audience will be responsible |Students will be given geoboards and |

| | |for spotting any mistakes and |rubber bands and asked to make a |

|Discussion of the warm-up will follow |Individual Activity |correcting them. |shape (triangle, square, and |

| |Students Take out their chart from the | |rectangle). They will have to write |

|Individual Activity |previous day and fill in column one and |Whole Class/Individual Activity|down the number of pegs it took to |

|The students will be given a chart |three. They will pick five items in the | |make that shape. They have to make at|

|labeled; 1) Items, 2) Unit of Measure,|room to measure. Column one is the name of|Students will be handed a |least two more of the same shapes but|

|3) Length of Item Chosen Unit, Length |the item and Column two is how many of the|ruler, they will measure the |different size and write down that |

|in Customary and Metric measurement, |items was required to measure the item. |object they used as their unit.|information. |

|4) Customary measurement, 5) Metric |(Whiteboard was the length of 85 markers) |They will fill in the last | |

|Measurement. They will not fill out | |Three columns of the chart |Question Is there anything you notice|

|the whole thing today. They must pick |Introduction |given to them previously. They |about the measurements of the sides |

|an item that they will use to measure |We will be discussing the metric system |will be multiplying the |of all or some of the shapes? (the |

|other things around the room. (a |today. Pictures and Background information|customary length of their unit |square, the rectangle, the triangle) |

|marker, a shoe, eraser, finger, |will be given as to the definition of a |item by however many (ex | |

|calculator, etc). They should label |meter, kilogram, and liter according to |markers) it took to measure the|Direct Instruction |

|column two with the name of this |the National Institute of Standards and |blackboard and do the same for |If the students make the connection |

|object. |Technology. Introduction to the different |metric. |that some sides are double or triple |

| |types, units, and reference examples will | |the sides of the same other shape the|

|Introduction |be discussed. |Intro On display a map of the |discussion of scale will immediately |

|A handout will be given and there will| |world will be labeled with |follow. If there is no connection |

|be a discussion on the history of |Direct Instruction |different countries that use |then this idea will be demonstrated |

|measurement. This will allow for |They will have to create a chart with the |the metric system and the |and examined a little closer. Then |

|reasoning behind the development of |different types, units and abbreviations. |customary system. A discussion |the discussion of scale will follow. |

|the different names and units of |They will add to their reference sheet. |of the different units we use | |

|measure. |There will be three different examples of |to measure connecting the | |

| |how to convert within the metric system. |previous activity will take |Independent Work |

|Direct Instruction | |place. |Students will be given four pictures |

|Students will be introduced to the |Group Discussion | |and will have to tell whether the |

|Customary System of Measurement. They |On display there will be an item whose |Whole Group |figures are mathematically similar |

|will be given a chart with the |length is measured, one whose capacity is |Using the math book the |and give the scale factor. |

|different types, units, and |measured, and another whose weight is |students will read and perform |(Explanations should include |

|equivalents. |measured. The students will continue there|conversions on the topic of |discussion about the height and width|

| |reference sheet. There will be a question |converting between measurement |of the figures. |

|Group Discussion |answer session were different items are |systems. Students will review |Group Discussion will follow. |

|On display there will be an item whose|named off and the students will have to |the steps it takes to get form | |

|length is measured, one whose capacity|choose an appropriate unit of measure and |one unit to another and apply |Group Work |

|is measured, and another whose weight |reasonable use of units of measure |them to converting between |Students will begin Investigation 4 |

|is measured. The students will begin a| |systems. |Ratios Within Similar Parallelograms.|

|reference sheet. There will be a | | |Answer will be discussed. |

|question answer session were different|Direct Instruction |Group Work | |

|items are named off and the students |Demonstration on Dimensional Analysis |With a partner the students |Independent Work |

|will have to choose an appropriate | |will work on answering the |Problems involving Rations Within |

|unit of measure and reasonable use of |Group Work |questions on converting between|Similar Triangles. Answers will be |

|units of measure |With a partner the students will be given |systems. |discussed |

| |statements and be expected to use | | |

|Direct Instruction |conversion factors to go form one unit to |Whole Group |Whole Group |

|Demonstration on Dimensional Analysis.|another. |Review the topics discussed in |Using Similarity to Find |

|Students will take notes on the steps | |the previous three days and |Measurements. |

|it takes to convert from one unit to |Small Groups |state that these will help us | |

|another. |The 1st group will review the answers to |discuss tomorrow’s topic. |Homework |

| |the previous activity and do word problems| |The students will be taking the |

|Group Work |that require conversion. |Independent |Birdseye view they drew the previous |

|With a partner the students will be |The 2nd group will review the use of a |If time permits the students |day and filling measurements. Make |

|given statements and be expected to |ruler and tape measure. They will be |will begin a Birdseye view of |sure they are aware that there |

|use conversion factors to go form one |building their reference sheet and |their bedroom. They should only|drawing is not drawn to scale but |

|unit to another. |obtaining visuals of familiar objects they|fill in the basic structures of|this is a start. They will be drawing|

| |can reference when having to estimate |their room. They should not go |it to scale in the next lesson and |

|Whole Group |distance and measurements of other |into to much detail. |starting on their businesses floor |

|Review the answers to the previous |objects. | |plan. |

|activity and do word problems that | |Homework | |

|require conversion. |Homework |More practice on converting | |

| |Problems involving conversions. They will |between systems. | |

|Homework |use their 5 items form the previous night |They will finish there Birdseye| |

|Problems involving conversions. They |and convert the specified measurement to a|view at home. | |

|will also be expected to go home and |different unit within the same system. | | |

|find 5 items that have measurements | | | |

|printed on them. | | | |

|California Standards |

|1.2 Construct and read drawings and models made to scale. |

|1.3 Use proportions and dimensional analysis to find indirect measurement and check the reasonableness of the answer. |

|2.0 Students compute the perimeter, area, of common geometric objects and use the results to find measures of less common objects. They know how |

|perimeter, area, and volume are affected by changes of scale: |

|2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures, including rectangles, parallelograms, trapezoids, |

|squares, triangles, circles.. |

|2.4 Relate the changes in measurement with a change of scale to the units used and to conversions between units. |

|Learning Objectives |

|Students will understand what a scale factor is. |

|Students will be able to draw a floor plan to scale. |

|Students will be able to compute the area and perimeter of various walls and rooms on their floor plan. |

|Day 5 |Day 6 |Day 7 |Day 8 |

|Warm-up Pictures and Various objects, of |Quiz Conversion and Scale Factor |Warm-up 5-6 sample questions similar |Quiz Area and Perimeter with a strong|

|two of every kind, will be in front of | |to those given on the CST based on |emphasis on the difference between |

|the room on a table. With a partner the |Warm-up |the topic covered yesterday. |the two. |

|students will have to come up and pick up|Variable equations-solving for the|Volunteers will go up to the board | |

|a pair. They will have to decide whether |unknown variable and solving with |and solve the problem the audience |Instruction and Rubric |

|the items are proportional and justify |a given value for the variable. |will be responsible for spotting any |The students will be given a rubric |

|their answer. They will repeat this | |mistakes and correcting them. |of the final expectations of this |

|twice. |Introduction | |activity. This rubric will be read |

|Discussion of the warm-up will follow |Students will be given tiles. They|Introduction |out loud and questions will be taken.|

| |will be asked to make various |Students will be given tiles. They | |

|Group Activity/Question |rectangles and squares. They must |will be asked to make various |The group will have a fifteen minute |

|Students will be given 3-4 maps of |write down the amount of tiles |rectangles and squares. They must |to thirty minute discussion of their |

|varying kind. |that go around the shape. |write down the amount of tiles that |choice for location. A vote will be |

|They will answer the question, | |it takes to build the shape. From the|taken. The students together will |

|What are the similarities in the maps? |Direct Instruction |tiling and measuring many rectangles,|have to decide the scale of the |

|Answer may vary but should include “they |The definition of perimeter will |students see that “b x h” is a |drawing. |

|have a scale (although they may not call |be discussed. A clear |shortcut for adding the number of |Each group member will then be |

|it this) and/or a legend.” |understanding of what perimeter is|tiles. |assigned to a job |

| |is needed before moving on to | |Drawing blueprint to scale. |

|Group Discussion |area. Introduction of the formulas|Direct Instruction |Solving for the perimeter of the |

|On the board will be noted the |for perimeter of various shapes |The definition of area will be |rooms, figuring out an idea of |

|similarities and we will come to the |will be given, as well as, |discussed. There must be a clear |something they would like to but all |

|conclusion that some if not all the maps |examples on how to solve for |understanding of the similarities and|around the room and figuring out the |

|have a scale. We will discuss the |perimeter. |most importantly differences of area |price of that item. |

|importance of a scale and how it is used.| |and perimeter. Introduction of the |Solving for the area of the rooms and|

|The students will have a popsicle stick |Whole Group |formulas for areas of various shapes |figuring out an idea of something |

|which they will use as a reference to |Various shapes will be but on the |will be given, as well as, examples |they would use to encompass area. |

|mark the scale of one of the maps. They |overhead with dimensions. The |on how to solve for area. |Such as carpeting, wood floors, |

|will then have to find the distance |students will have dry erase | |painting the walls etc (adjustments |

|between two places on a map. Have them |markers and boards. I will be |Small Groups |should be made for height if painting|

|repeat this activity at least two more |looking for the table that puts up|The students will get into their |is chosen) and figuring out the price|

|times. |the correct answer the quickest. |business groups and will finish the |of that item. |

| | |rough draft they started. When they | |

|Direct Instruction |Small Groups |are finished they will be given two |Homework |

|Connection: Last year the 7th grade |The students will get into their |choices of locations were they could |Verify with each other that their job|

|students created a floor plan of their |business groups and will start a |start their business. |was done or will get done by Monday. |

|future school. During the time they were |rough draft of how they would like| |On Monday they will have thirty |

|doing this a group of architects were |their business laid out. At the |Homework |minutes to an hour to prepare, and |

|creating floor plans for the same school.|moment they don’t have any |With the dimensions of the locations |then each group will present their |

|Those architects were paid $5,000 for |restrictions. |given to them the students must go |floor plans. |

|basic blueprints on the school. | |home each with a copy of their rough | |

|Students will take out the floor plans of|Homework |draft and individually decide which | |

|their rooms. They will be handed grid |More work on finding the perimeter|location they think is a best fit for| |

|paper. This activity is a demonstration |of shapes. |their floor plan. They must have a | |

|of what they will be doing with their | |justification for their choice. | |

|floor plans. There will be a floor plan | | | |

|of a room with measurements as an | | | |

|example. The students will be shown how | | | |

|to build a scale using the squares to | | | |

|represent specific lengths. They will | | | |

|have to have a scale and legend on their | | | |

|drawing. | | | |

| | | | |

|Independent Work | | | |

|The students will pick a partner in | | | |

|crime. This person is responsible for | | | |

|checking on their progress every half an | | | |

|hour. The students will work on redrawing| | | |

|their floor plans to scale. | | | |

| | | | |

|Homework | | | |

|Finish floor plans. | | | |

|A sheet with shapes will be given to the | | | |

|students they must identify where in the | | | |

|world these shapes are seen. | | | |

Suggestions from classmates

• Give more of a description of how you will do the activities you have planed

• What exactly will you have them do with the Geoboards?

• Suggestion for homework-make a blueprint of their bedroom.

• Explain what exactly they will be doing in Connected Math.

• Define partner, small group, whole group activities.

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