KTIP Lesson Plan
Name: Lee McIntosh Date: 06/21/05 Age/Grade Level: 7th
Subject: Math # of Students: 28 # of IEP Students: 2
Major content: Land Surveying &
Geography Unit Title: Sections and
Acres
ACTIONS—described prior to observation
Goals and Objectives-
During this lesson
students will learn about the process of dividing acres of land into sections
or plots for the purpose of creating a space for a building.
Mathematical skills
required to complete this lesson:
·
Working
with fractions
·
Working
with decimals
·
Solving
simple equations
·
Solving
unknowns
·
Listening
·
Observing
·
Neatness
and Accuracy
Connections-
Some of the listed academic expectations and core content connections are listed below. The overall goal for this particular lesson of the unit is for the students to practice their mathematical skills with fractions, decimals, and solving simple equations. It also gives them insight to some of the responsibilities and job related duties that some professions in the community have as well as let them use class time for to learn in a creative and problem-solving way. The students will apply previous concepts learned new methods for solving problems and abilities useful for future classes in math and technology.
Academic Expectations
1.5 - 1.9 Students use mathematical ideas and
procedures to communicate, reason, and solve problems.
2.7 Students
understand number concepts and use numbers appropriately and accurately.
2.8 Students
understand various mathematical procedures and use them appropriately and
accurately.
2.9 Students
understand space and dimensionality concepts and use them appropriately and
accurately.
2.10 Students
understand measurement concepts and use measurements appropriately and
accurately
2.11 Students
understand mathematical change concepts and use them appropriately and
accurately.
Program of Studies
M-7-NC-4 Students will apply meaning of ratio
and proportion to problems.
M-7-NC-10 Students will solve proportions
M-7-NC-13 Students will develop proportional
thinking, rates, scaling, and similarity.
M-7-A-3 Students will understand the concept of equations and inequalities using
variables as they relate to everyday situations
M-7-A-5 Students will use a variety of methods and representations to create and
solve single-variable equations that may be applied to everyday situations.
M-7-A-6 Students will solve problems involving formulas.
Core Content
MA-M-1.2.1 Students will perform the following mathematical
operations and/or procedures accurately and efficiently, and explain how they
work in real-world and mathematical situations: Add, subtract, multiply, and
divide rational numbers (fractions, decimals, percents, integers) to solve
problems.
MA-M-1.2.3 Students will perform the following mathematical
operations and/or procedures accurately and efficiently, and explain how they
work in real-world and mathematical situations: Apply ratios, proportional
reasoning, and percents (e.g., constant rate of change, unit pricing).
MA-M-2.3.1 Students show connections
and how connections are made between concepts and skills, explain why
procedures work, and make generalizations about mathematics in meaningful ways
for the following relationships: How measurements and measurement formulas are
related or different (perimeter and area; rate, time, and distance;
circumference and area of a circle).
MA-M-4.1.2 Students will describe properties
of, define, give examples of, and/or apply to both real-world and mathematical
situations: Functions (e.g., the relationship between time and cost of some
long distance phone calls, y = 2x + 1) through tables, graphs, verbal rules,
and algebraic notations.
MA-M-4.2.6 Students will perform the following mathematical
operations and/or procedures accurately and efficiently, and explain how they
work in real-world and mathematical situations: Write and solve equations that
represent everyday situations.
Context-
There are a couple of goals in mind with this unit on sections and acres. One, it provides collaboration between the classroom teacher and technology teacher, and two, it allows for students to experience material taught across curriculums. Mathematical skills address range from basic math computation including skills with fractions and decimals to solving simple algebraic equations.
The inclusion of social studies and history are there with a brief introduction to land surveying as well as geography. The use of technology is the primary focus of the unit, with this lesson testing the math skills students have learned in the past as well as new procedures for solving equations with this unit.
This unit can be expanded a number of ways to address social,
cultural and global issues relevant to students learning more. More resources
could be included like maps, and other measuring tools. There could be a
visitor day, where bankers, surveyors, builders, historians or realtors could
come in and discuss their individual roles in the process. And the students
could do actual surveys where they could make homemade transits to conduct
surveys outside school, and in the community.
Resources-
The teacher will collaborate with the technology teacher. Two classes will be conducted in the technology lab where students will do research on lands surveying and will benefit from the use of a software program called ‘Floor-plan Plus’, a program that lets student design landscaping as well as buildings on a plot of land. Handouts provided include the following:
* The worksheet for this lesson is included at the end of the lesson plan.
Procedures-
Student Assessment-
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Math - Problem Solving : Sections
and Acres |
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Teacher Name: Lee McIntosh |
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Student Name:
________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Mathematical
Concepts |
Explanation
shows complete understanding of the mathematical concepts used to solve the
problem(s). |
Explanation
shows substantial understanding of the mathematical concepts used to solve
the problem(s). |
Explanation
shows some understanding of the mathematical concepts needed to solve the
problem(s). |
Explanation
shows very limited understanding of the underlying concepts needed to solve
the problem(s) OR is not written. |
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Mathematical
Terminology and Notation |
Correct
terminology and notation are always used, making it easy to understand what
was done. |
Correct
terminology and notation are usually used, making it fairly easy to
understand what was done. |
Correct
terminology and notation are used, but it is sometimes not easy to understand
what was done. |
There is
little use, or a lot of inappropriate use, of terminology and notation. |
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Strategy/Procedures |
Typically,
uses an efficient and effective strategy to solve the problem(s). |
Typically,
uses an effective strategy to solve the problem(s). |
Sometimes
uses an effective strategy to solve problems, but does not do it
consistently. |
Rarely
uses an effective strategy to solve problems. |
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Completion |
All
problems are completed. |
All but 1
of the problems is completed. |
All but 2
of the problems are completed. |
Several
of the problems are not completed. |
Problem-Solving-Sections and Acres
Name__________________________ Date___________________
Problem Solving-Sections and Acres Worksheet
The previous lessons in this unit allowed for you to learn about land surveying and the process of dividing acres into sections. This process will assist you later when you decide when to purchase land for a home, farming or for a business.
Write two other ways to express the following equations.
Total price = (Price per acre) x (number of acres)
For each of the following problems decide which equation to use, substitute what you know and solve for the unknown.