Digging Dirt - Lesson Plan  [Show Teaching Plan Only][Show All]

Objectives

• Students use area and volume formulas to solve an application problem.
• Students convert units to solve an application problem.
• Students use a linear formula to solve an application problem.
• Students create a written an explanation of the process used to solve an application problem.
• Students use problem solving skills to make decisions and use available resources in solving an application problem.

Teaching Plan

Digging Dirt (50 minutes)

The objective of the lesson is to allow students to solve an application problem using provided resources. Depending on the fluency of the individual student, this section may take more or less than the suggested time. Pairing students may help.

Instruct students to login to eNLVM and guide them to find the lesson. Briefly introduce students to the layout of the eModule including the resources menu, help menu, and explain your expectations for their written explanation.
Students watch a video introducing the scenario of the problem. If lab does not have audio on each machine, this can be accomplished by using a projector to view it as a class.
Students use the provided resources to find a solution and write an explanation.
Students can use the help menu as a support structure if they encounter difficulties in finding a solution or writing the explanation.

Discussion (20 minutes)

The purpose of the discussion is to help students reflect on and improve their problem solving skills. By having a group discussion students can see how others approached the same problem.

Engage students in discussion about their problem solving processes. Possible questions include: How did you find the flat floor width? What are other ways to do this? How did you find the volume of the pit? What are other ways to do this? How did you convert units? What are other ways to do this? How did you calculate cost? What are other ways to do this? What resources helped you and why? What help sections did you need to access? How would you do things differently next time you face a similar problem? Why is the ability to write an explanation important in math?

Assessment

Students have created a written explanation outlining their problem solving process. Emphasis should be placed on the problem solving decisions made. Minor calculations errors or mistakes in using formulas should not greatly reduce the awarded points.

Make certain NOT to require all the help sections to be filled. These are present simply to help students when they do not know what to do.

If appropriate, have students grade each others explanation using the suggested rubric. This allows them to further analyze the problem solving processes of others.

Suggested Rubric - Adjust the point values and check box explanations as desired.

Credits

Correlation to Standards

Correlation to NCTM Standards

Algebra Standard for Grades 6-8:

• Use mathematical models to represent and understand quantitative relationships
  •  use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships

Geometry Standard for Grades 6-8:

Measurement Standard for Grades 6-8:

• Understand measurable attributes of objects and the units, systems, and processes of measurement
  •  understand relationships among units and convert from one unit to another within the same system
  •  understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume

Data Analysis and Probability Standard for Grades 6-8:

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Geometry Standard for Grades 9-12:

• Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
  •  analyze properties and determine attributes of two- and three-dimensional objects
  •  explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them
• Use visualization, spatial reasoning, and geometric modeling to solve problems
  • visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections
  •  use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture

Measurement Standard for Grades 9-12:

• Understand measurable attributes of objects and the units, systems, and processes of measurement
  • make decisions about units and scales that are appropriate for problem situations involving measurement
• Apply appropriate techniques, tools, and formulas to determine measurements
  •  understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders

Data Analysis and Probability Standard for Grades 6-8:

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Correlation to Utah Standards

6th Grade

4.2.e. Calculate the areas of triangles, rectangles, and parallelograms using given formulas

4.2.f. Calculate the surface area and volume of right, rectangular prisms using given formulas.

Math 7

2.2.3 Translate numerical representations into verbal expressions

2.3.1 Model and solve real-world problems using various representations, such as graphs, tables, manipulatives, and pictures

2.3.2 Identify information in a problem as needed or not needed

4.1.2 Convert from one unit of measure to another within the same system

4.2.3 Develop formulas for the area of parallelograms (including rectangles and squares) and triangles

4.2.4 Determine perimeters of polygons and circumferences of circles; areas of triangles, parallelograms, and circles; volumes of right rectangular and triangular prisms and cylinders; and surface areas of right rectangular and triangular prisms and cylinders using formulas

 PreAlgebra

2.2.2 Evaluate algebraic expressions when given values for the variable(s)

2.3.5 Identify information as pertinent or extraneous within the context of the original problem

4.1.2 Convert from one unit of measure to an equivalent unit of measure using a given conversion factor

4.2.5 Calculate surface area and volume of right prisms and cylinders using appropriate units

4.2.6 Develop formulas for calculating the circumference of circles and the areas of triangles, parallelograms, and trapezoids

4.2.7 Calculate the circumference of circles and the areas of triangles, parallelograms, and trapezoids using formulas

Elementary Algebra

1.1.3 Determine the reasonableness of an answer by relating it to the problem

3.2.3 Solve problems for areas, perimeters, volumes, and surface areas using formulas

4.1.1 Solve problems and express answers using appropriate units of measure

Geometry

4.2.3 Find the surface area and volume for prisms, cylinders, pyramids, cones, and spheres given the formula

4.2.4 Estimate the area of an irregular region