LESSON: BUILD A BIGGER BOX · Download the Detailed Lesson Plan Available on the Teacher Dashboard...
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MidSchoolMath 1 The concept of scale is essentially a visual version of previous work with ratios and proportions. During Build a Bigger Box, the Build a Better Box company receives an order to create a box for a giant version of the Talking Giraffe 2 toy. To determine how many trees they will need to use from their forest, Shaquille and Asha must determine the total surface area of the large box. The data provided is a Spec Sheet for the large box, which includes the 2-D net for the large box, the scale, and the amount of cardboard provided from one tree. LESSON: BUILD A BIGGER BOX How many trees are needed for the big box? Build a Bigger Box Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. The Math Simulator TM Immersion Play Build a Bigger Box Immersion video, whole-class. Restate the question: How many trees are needed for the big box? Facilitate classroom discussion; ask students: "What do we need to know?" • • • 1 2 Data & Computation Print the Data Artifact and distribute to students. Allow students work time. Ask students: "Does your answer make sense?" Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions. Allow students to revise their work. • • • • Download the Detailed Lesson Plan Available on the Teacher Dashboard 3 Resolution Play Build a Bigger Box Resolution video, whole-class. Prepare and give brief lecture (Teacher Instruction). • • + Simulation Trainer Assign the Simulation Trainer. Use protocols that encourage students to help each other. Use Progress Monitoring to access real-time data for the classroom. Provide individual help for students who are not making progress. • • • • (Use student headphones.) 7.G.A.1 Geometry
Transcript of LESSON: BUILD A BIGGER BOX · Download the Detailed Lesson Plan Available on the Teacher Dashboard...
MidSchoolMath 1
The concept of scale is essentially a visual version of previous work with ratios and proportions. During Build a Bigger Box, the Build a Better Box company receives an order to create a box for a giant version of the Talking Giraffe 2 toy. To determine how many trees they will need to use from their forest, Shaquille and Asha must determine the total surface area of the large box. The data provided is a Spec Sheet for the large box, which includes the 2-D net for the large box, the scale, and the amount of cardboard provided from one tree.
LESSON: BUILD A BIGGER BOXHow many trees are needed for the big box?
Build a Bigger Box
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
The Math SimulatorTM
ImmersionPlay Build a Bigger Box Immersion video, whole-class. Restate the question: How many trees are needed for the big box?Facilitate classroom discussion; ask students: "What do we need to know?"
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2 Data & ComputationPrint the Data Artifact and distribute to students. Allow students work time. Ask students: "Does your answer make sense?"Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions. Allow students to revise their work.
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Download the Detailed Lesson PlanAvailable on the Teacher Dashboard
3 ResolutionPlay Build a Bigger Box Resolution video, whole-class. Prepare and give brief lecture (Teacher Instruction).
••
+ Simulation TrainerAssign the Simulation Trainer.Use protocols that encourage students to help each other.Use Progress Monitoring to access real-time data for the classroom.Provide individual help for students who are not making progress.
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••
(Use student headphones.)
7.G.A.1Geometry
MidSchoolMath 2Bulid a Bigger Box
7.G.A.1Geometry
Clicker QuizLaunch the Clicker Quiz, whole-class.
Gladys: Familiarize students with the idea of cor-responding sides. Show examples of similar figures that have different orientations and help students with strategies to determine which sides corre-spond to one another.
Kevin: Consider relating scale factors to multiplying by fractions or decimals greater than 1 or less than 1. If a scale factor is less than 1, a figure will get propor-tionally smaller. If a scale factor is greater than 1, a figure will get proportionally larger.
Megan: Use caution if using cross-multiply-and-di-vide proportions to determine a missing length. This method, while efficient, may take student focus away from the idea of a scale factor (or ratio be-tween corresponding sides).
KevinSimpson
GladysGraham
MeganLeBleu
Ex. Clicker Quiz #5Standard Math Procedures
Instruction at a Glance
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Set up a a ratio between corresponding sides.
Interpret the result.
Fig 1 : Fig 2
Length of MN is 3.3 mm.
Fig 1 : Fig 2
Fig 1 : Fig 2
14 : 4.2
14 ÷ 14 : 4.2 ÷ 14
1 × 11 : 0.3 × 11
AC : MO
AC : MO
AB : MN
1 : 0.3
11 : 3.3
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Determine the scale from Figure 1 to Figure 2.
Use the scale and corresponding sides to calcu-late the missing length.
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BUILD A BIGGER BOXHow many trees are needed for the big box?
Build a Better Box has a mission to conserve as many trees as pos-sible when making boxes. As a result, they are very precise when it comes to the number of trees they use.
They have just received a request to make another large box for the Talking Giraff e 2 toy. Use the spec sheet to determine how many trees will be needed to make the box.
7.G.A.1
Solve problems involving scale drawings of geometric fi gures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a diff erent scale.
About this standard
Date PeriodName
MidSchoolMath Build a Bigger Box 1 of 2
APPLYING THE STANDARD
Determine if each given scale factor would ENLARGE or REDUCE the size of the fi gure.
MidSchoolMath Build a Bigger Box 2 of 2
Date PeriodName
How might this standard appear on a test?
5) 6)4)1) 45% 110% 0.83)65
13
2) 1.5
Figures 2 and 3 are scale drawings of Figure 1. Use the given scales to determine the dimensions of Figure 2 and Figure 3. Label each side with its length.Figures are not drawn to scale
If a scale factor of 4 is applied to the rectangle, what will be the new perimeter and new area?
7)
8)
9)What is the scale factor from Fig. 1 to Fig. 2?
a) What is the length of the missing side?
b)
12 cm 8 cm
Scale1 : 1.2
9 cm
Scale23
1 :
Figure 1 Figure 2 Figure 3
4 ft
New Perimeter:
New Area:
15 ft
Many people travel from Cancún, México to Isla Cozumel. They must fi rst travel by bus from Cancún to Playa del Carmen, then by ferry to San Miguel de Cozumel. According to the map, about how many miles is this journey?
6 cm
10 cm
8
cm
2 cm
3 cm13
1 4 ?Fig. 1 Fig. 2
Check out my worked example #7(Figure 2)
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