Anda di halaman 1dari 3

1.0 MATERIALS NEEDED 1.1 To effectively teach this subject, the instructor needs the following items: A.

Print outs of line drawings with graph overlays (I did a google image search and found a ton of examples, but I got these specific images from http://www.artprojectsforkids.org/2010/06/new-masterpiece-coloring-book.html) Rulers

B.

C. Scissors D. Pencils 2.0 COMMON CORE STATE STANDARDS A. B. Ratios and Proportional Relationships. Understand ratio concepts and use ratio reasoning to solve problems. The Number System. Compute fluently with multi-digit numbers and find common factors and multiples.

3.0 TEACHING STRATEGIES 3.1 Demonstration, Small Groups, Ratio Charts, Scale Models

4.0 LESSON SEQUENCE 4.1 Warm Up (real world examples) [1] Show how, when you resize a piece of art on a computer, it can either keep the drawing proportional (by holding shift) or you can resize all of the sides, making it longer or taller or shorter or skinnier. Explain that when you hold the shift key down, the computer is keeping the ratios proportional so that the picture does not get distorted. Keeping the ratios proportional means that both sides of the ratio length and width, are being multiplied by the same number. It is easy to demonstrate this on Microsoft Word, where you can insert a picture, go to the picture tab, and adjust the height: word will keep it proportional, and your students will be able to see change in the numbers and in the picture. This also shows students how the concept of proportionality is used all the time.

Teacher

[2]

[3]

4.2 4.2.1

Activity Your students should already have spent a few days with ratios: this is an activity you can use as both a little assessment and as a fun way to spend a Friday.

Teacher

[1] [2]

Split the students into groups of four. Explain the following: A. B. Each person will be given a puzzle piece with part of a picture on it. Try not to show it to anyone else. Groups are allowed to talk to each other and work though problems they are having verbally. Students are NOT allowed to cut, draw, or mark anyone elses papers.

C. Students will handle scissors and rulers carefully. [3] Explain that students have to proportionally make their puzzle pieces 3 times bigger. So if a side is one centimeter long, then a side that was three times longer would be 3 cm. And if the side of that box was one centimeter wide, then a side that was three times wider would be 3 cm. The area of a 1 cm2 box that was enlarged to 3 times its original size would be 9 cm2.Draw the steps as you go along to demonstrate your thought process to the class. As students create an enlargement of a drawing, ask them to fill out the attached worksheet to keep them thinking analytically. As students are creating their new pieces for the enlarged drawing, the teacher should walk around the class to make sure that students are understanding, behaving, and working as a group. When they are done, the puzzle pieces should fit together.

[4] [5]

[6]

5.0 SAFETY CONCERNS A. Wooden rulers have a metal-lined edge that can come loose and cause injury, and scissors can be sharper than they look. Please be careful handling these items. Anyone using the items inappropriately will not be allowed to participate.

6.0 INTEGRATION/EXPANSION A. B. Integration. Integrate a little art history into the lesson by talking about the artwork when the final projects are finished. Expansion. Expand this topic by expanding the worksheet to include hypothetical scenarios. Make a ratio chart that asks how big the sides of the puzzle piece would be if they went up to 12 times the size or 15 times the size. You can also work with the art teacher to find out when both classes will be working on scale drawings: that way students see that this activity is used outside of the math classroom.

Trace your puzzle piece and number the sides:

[1] [2] [3] [4] [5] [6] [7]

Side 1 is _________cm, so my new piece that is 3 times bigger will be _________ cm Side 2 is _________cm, so my new piece that is 3 times bigger will be _________ cm Side 3 is _________cm, so my new piece that is 3 times bigger will be _________ cm Side 4 is _________ cm, so my new piece that is 3 times bigger will be _________ cm Side 5 is _________ cm, so my new piece that is 3 times bigger will be _________ cm Side 6 is _________ cm, so my new piece that is 3 times bigger will be _________ cm Side 7 is _________ cm, so my new piece that is 3 times bigger will be _________ cm

Is your new piece proportional? Ratios between some original puzzle piece sides: Ratios between the new puzzle piece sides: _____:_____ _____:_____ reduces to _____:_____ _____:_____ _____:_____ reduces to _____:_____ _____:_____ _____:_____ reduces to _____:_____ _____:_____ _____:_____ reduces to _____:_____ Do any of the ratios between the sides of the larger puzzle piece reduce to ratios between the same sides of the smaller puzzle pieces? _________________________________

Anda mungkin juga menyukai