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## Lesson Plan

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This lesson provided by:
 Author: YVETTE AKRIDGE Organization:

General Lesson Information
 Lesson Plan ID: 32212 Title: Is it Really that BIG? Overview/Annotation: Just how tall is that object?  In this lesson, students will participate in an outdoor group activity using shadows to extend their knowledge of proportions to solve problems dealing with similarity. The cooperative learning groups will measure the heights and shadows of familiar objects (like themselves!) and use indirect measurement to find the heights of things that are much bigger in size, such as a tree, a school building, or a flagpole.

Associated Standards and Objectives
Content Standard(s):
 TC2 (6-8) 2. Publish digital products that communicate curriculum concepts. Examples: Web pages, videos, podcasts, multimedia presentations MA2015 (7) 2. Recognize and represent proportional relationships between quantities. [7-RP2] a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [7-RP2a] b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [7-RP2b] c. Represent proportional relationships by equations. [7-RP2c] Example: If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. [7-RP2d] MA2015 (7) 3. Use proportional relationships to solve multistep ratio and percent problems. [7-RP3] Examples: Sample problems may involve simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.

Local/National Standards:

NCTM Standards and Objectives:

Geometry 6-8

• Recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.

Measurement 6-8

• Solve problems involving scale factors, using ratio and proportion.
• Understand both metric and customary systems of measurement.
• Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision.
• Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.

Primary Learning Objective(s):

This lesson will allow students to find the heights of objects they normally could not measure with everyday measuring utensils (e.g. rulers, yard sticks, or measuring tapes).  They will do so, by measuring shorter objects (like themselves!) and their shadows, then use similarity and indirect measurement to set up and solve proportions.

Students will compute unit rates associated with ratios of lengths, areas, and other quantities measured in like or different units.

Preparation Information
 Total Duration: 61 to 90 Minutes Materials and Resources: ScissorsCalculators (Optional)"Is it Really that Big?" WorksheetLarge Objects (Tree, School Buildings, Flagpole, etc.)StringYard Stick or Measuring Tape Technology Resources Needed: Document Camera (Optional)Digital ProjectorComputer with Internet Access for Teacher and StudentsMultimedia Presentation Software - Glogster (Choose create your own GLOG now, for free, if the students do not already have an account.)Digital Cameras (Enough for each group of 4 to have one.)Interactive Whiteboard (Optional) Background/Preparation: Teacher will need:Print and Copy "Is it Really that BIG?" Worksheet (Attachment)Teacher should visit Glogster prior to the lesson to become familiar with the site.Teacher should visit Proportions Review prior to the lesson.Teacher should predetermine groupings of students, in sets of 4, with careful consideration of student strengths and weaknesses in solving proportions. (It would be best to consider peer tutoring for this activity.) Student will need:Students should have prior knowledge of solving proportions.Students will need to be taught how to use Glogster, if they are unfamiliar with the multimedia presentation website.

Procedures/Activities: