Class: Plane Geometry
Unit/Topic: Ratios, Proportions, Scale Drawings, Budgets
Time Frame: 2 to 3 weeks
Goals: To extend the study of proportions and scale drawings into the real world.
To connect the concepts studied in the unit on scale drawings into the home.
To connect budgeting to the field of geometry.
Specific skills or objectives of this unit: (numbers in parentheses reference the
South Dakota Content Standards in Mathematics, 2004)
Students are able to
1. use proportions to solve problems. (9-12.G.2.3)
2. recognize the relationship between a three-dimensional figure and its two-dimensional representation. (9-12.G.2.1)
3. use formulas to find perimeter, circumference, and area to solve problems involving common geometric figures. (9-12.M.1.3)
Key Terminology:
Area
Floor Plan
Perimeter
Proportion
Ratio
Scale Drawing
Technology Statement: At DHS, the use of technology as a tool is assumed. All project papers are to be word processed using the formatting specified in the Deubrook Area High School Report Format. Students are also expected to routinely use the Internet and other on-line sources as a part of their personal research. Because they have had instruction in the use of Microsoft Office as part of their Computer classes (beginning at grade 7), the use of Power Point as a presentation tool is a part of their repertoire, just as posterboard and markers are.
Technology & Resources specific to this unit:
Internet
Scanner & Print Shop
Standard research sources
Activities:
· Standard lessons in ration and proportion, drawing to scale, making floor plans.
· Drawing a floor plan of the student’s room at home. This is done to scale and must contain at least 5 pieces of furniture/equipment.
· Trading spaces—after the floor plan above is assessed, students will trade with a friend who will redecorate the space. Unlike the TV program, the pairs may discuss the project as it proceeds. The final project will be written up and presented to the class. Redecoration must include the following:
· Painting at least 2 walls, making allowances for doors/windows (surface area).
· Carpeting or new floor covering. In most cases this involves some calculation of complex polygons.
· A wall paper border. (perimeter)
· At least one new piece of furniture
· A budget of $1000 (prices will require research and must be documented).
Assessment Statement: Assessment is a critical part of any instructional unit, and formative assessment must occur on an on-going basis. Each form of assessment should be directly linkable to the specific skills and objectives around which the unit is designed. A variety of assessment tools should address the various learning styles and intelligences of the students. Because we do not teach in an ideal world where students learn for the sheer joy of learning and grades are not required by the administrative office as a means of reporting to parents, some form of summative evaluation is also a part of the way we currently do business. To meet all of these needs, this unit includes the following forms of assessment:
Formal: Floor Plan of student’s room
Trading spaces project
Final exam--pencil and paper
Informal: Checklist of daily activities
Participation in discussion
Paired work-observed in class
Expansion ideas for this topic:
History—redecorate in a specific time period
English—Expand the written part of the project.
Family and Consumer Science—Interior design principles
Business—Research careers that would use the concepts of ratio and proportion.