ALEX Lesson Plan: Swimming Pool Math

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This lesson provided by:
Author:	Beth Worthy
System:	Opelika City
School:	Opelika High School

Lesson Plan ID:

5427

Title:

Swimming Pool Math

Overview/Annotation:

Students will use a swimming pool example to practice finding perimeter and area of different rectangles.

Content Standard(s):

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)

Local/National Standards:

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:

calculator, if desired

Background/Preparation:

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.

Procedures/Activities:

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.

Assessment Strategies:

Option 1: Check the chart for each student upon completion. Option 2: Provide a new problem with different dimensions for pool and sidewalk.

Extension:

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.

Remediation:

Each area below is a direct link to general teaching strategies/classroom accommodations 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 Behavior

Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: