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|School:||Opelika High School||
|Lesson Plan ID:
Swimming Pool Math
Students will use a swimming pool example to practice finding perimeter and area of different rectangles.
|MA2010(6) ||21. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. [6-G1] |
|MA2010(8) ||24. Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems. [8-G9] |
|MA2010(9-12) Algebra||4. Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1] |
|MA2010(9-12) Algebra||5. Define appropriate quantities for the purpose of descriptive modeling. [N-Q2] |
|MA2010(9-12) Algebra||12. Create equations and inequalities in one variable, and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. [A-CED1] |
|MA2010(9-12) Algebra||13. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [A-CED2] |
|MA2010(9-12) Algebra||14. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context. [A-CED3] |
|MA2010(9-12) Algebra||28. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* [F-IF4] |
|MA2010(9-12) Algebra||34. Write a function that describes a relationship between two quantities.* [F-BF1] |
|MA2010(9-12) Algebra||45. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6] |
|MA2010(9-12) Geometry||12. Make formal geometric constructions with a variety of tools and methods such as compass and straightedge, string, reflective devices, paper folding, and dynamic geometric software. Constructions include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. [G-CO12] |
|MA2010(9-12) Geometry||40. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* [G-MG1] |
|MA2010(9-12) Geometry||42. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost, working with typographic grid systems based on ratios).* [G-MG3] |
|MA2010(9-12) Algebraic Connections||1. Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) |
|MA2010(9-12) Algebraic Connections||11. Use ratios of perimeters, areas, and volumes of similar figures to solve applied problems. (Alabama) |
|MA2010(9-12) Algebraic Connections||12. Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama) |
|Primary Learning Objective(s):
Students will be able to find the area of related rectangles and predict the area of similar rectangles using a table with variables.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
centimeter graph paper, handout of a table for recording data (see background/preparation section for an explanation) ruler, and pencil
|Technology Resources Needed:
Write the formula for finding the area of a rectangle on the board. Prepare a handout of a table with the column headings length, width, area of swimming pool and area of sidewalk; and the row headings of swimming pool, 1-block sidewalk, 2-block sidewalk, 3-block sidewalk, 4-block sidewalk, 5-block sidewalk and n-block sidewalk.
1.)Provide centimeter grid paper, table handout, and ruler to students. Students will draw a rectangle in the center of the grid paper with the dimensions 10 X 20. Students will then calculate the area of the swimming pool.
2.)Students will add a one-block sidewalk around the swimming pool. Students will then calculate the area of the swimming pool and sidewalk.
3.)Students will calculate the area of the sidewalk only.
4.)Steps 2 and 3 are repeated for a 2-block, 3-block, 4-block and 5-block sidewalk.
5.)Students will look for patterns in the length column, width column and area column. Students will then predict the results for a sidewalk of any width.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Option 1: Check the chart for each student upon completion. Option 2: Provide a new problem with different dimensions for pool and sidewalk.
This lesson can be modified by: 1) including the perimeter; 2) including more information so the volume of the sidewalk can be calculated; or 3) including more information so the cost of adding the sidewalk can be calculated.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: