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EVERGREEN MIT 2008 - Math as Architecture

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LESSON PLAN TEMPLATE TITLE: Math as Architecture CONTENT AREAS: geometry, measurement, proportion GRADE LEVEL: 6th or 7th grade MATERIALS NEEDED: Tape measure, Pencils, Graph paper, Rulers, Compasses, Protractors, KEY CONCEPTS: Scale—the proportion that a representation of an object bears to the object itself. EALR'S and GLE'S EALR 1: The student understands and applies the concepts and procedures of mathematics. Component 1.1: Understand and apply concepts and procedures from number sense. 6th grade: 1.1.4 Understand the concepts of ratio and percent. W 7th grade: 1.1.4 Understand the concept of direct proportion. W The concept of scale in architecture is a real-life application of the concepts of ratio and proportion.Students will be using a number of math concepts in their design. See the attached page for a fuller list of EALRs and GLEs that this lesson plan covers. Learning Goals: Students will be able to successfully use scale to draw a proportional drawing of a room. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Pre-assessment Establish Set: Let the students know that we are continuing our building activity. We have already established the kind of building we will make (a house). Refer to board where Learning goal and math concepts are recorded (Activating Prior Knowledge). Activity Students will plan and draw a scale design of a room. This is part of a larger building design unit. 1) Students will develop a group definition of scale. The teacher will have two student volunteers measure the room with a tape measure. The teacher draws an outline of the room and labels dimensions and determines the scale. The teacher uses this activity to introduce the concept of scale and guide students to a definitionof scale as the proportion that a representation of an object bears to the objectitself. 2) The teacher will pass out assignment sheets to the students. The students will bedesigning rooms in a house. See attached assignment sheet. As a class brainstorm the kinds of rooms that can be designed, elements these rooms need to include (windows, door), and what elements of design they can include (geometric shapes).The teacher will go over the assignment sheet and refer to example sketches that they have completed ahead of time. Students can decide what room to design. They will be encouraged to get creative. 3) We will distribute materials and have students get to work! We will circulate throughout the classroom helping students. Students will work on their individual sketches but they can help each other work.4) Students who wish can share what they have done so far. Students need to have calculated the area of their room and labeled the dimensions so that we can see thatit is to scale.- Closure 5) Have students write in their math journals to define scale in their own words andexplain how it is used in architectural design. Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text. 1.race/ethnicity2.language3.gender4.classPOST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) TEACHER REFLECTION (What went well, what would you do


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EVERGREEN MIT 2008 - Math as Architecture

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