Professional Documents
Culture Documents
Andrew Still
LEARNING OUTCOMES
STUDENTS SHOULD BE ABLE TO
a. Solve problems that involve SI and imperial units in surface area measurements
and verify the solutions.
b. Solve problems that involve scale.
c. Solve problems by applying proportional reasoning and unit analysis.
d. Draw and describe exploded views, component parts and scale diagrams of
simple 3-D objects.
HANDOUTS
1. ESTIMATE SHEET for recording estimates of room dimensions and surface area
2. MEASURED SHEET for recording actual measurements of the room and surface area
3. VIRTUAL SHEET for recording measurements of the virtual model and calculating scale
OVERVIEW
This lesson plan follows a brief introduction to surface area. It assumes students are
already comfortable working with formulas and for the solving surface area of basic shapes. Not
all learning occurs within the game nor should it necessarily happen this way under ideal
circumstances. Rather than replacing lesson plans, use of the game complements the learning
process, learning which is already occurring during traditional instruction. The plan consists of 5
parts, all of which may be done separately or combined together as needed; and whereas Part A
and B occur on the same day in the current set up, they could just easily remain separate.
1. Handout the ESTIMATE sheet. Working in pairs or individually, students must measure an
object such as a standing lamp, to estimate the rooms dimensions (in m) They may use any
object as a referent, such as their feet, so long as it doesnt involve calculations or taking actual
measurements.
Hint: Youll need to estimate more than just the perimeter dimensions.
2. Next, students solve for the estimated surface area (in m2). Split the diagram into workable,
basic shapes.
Hint: A trapezoid can be split into two triangles and rectangle
3. Show students how to calculate the imperial equivalent of their estimate (square feet) using
a simple conversion. * Record this estimate.
4. Discuss the difference between Square feet and Square Footage, which is a term used by
realtors to estimate value of estate.
5. Explain the purpose of today. We are now going to determine the actual dimensions and
calculate how close our estimate was to this measured value.
6. Handout the MEASURED sheet. Working together in pairs/teams and using a tape measure,
record the actual dimensions of the classroom.
* Hint: Be sure to do this in imperial units (feet or inches)
7. Using the formula:
% ERROR =
ESTIMATE MEASURED X
100 %
MEASURED
1. Using the projector and laptop, show students a virtual model of the classroom (which I built
using The Sims 3).
2. As a class, we look at the model, and students must record or draw any discrepancies they
notice by adding it to their VIRTUAL diagram. We then go around the room and I add these
missing objects, materials, etc. and move on to step 6.
3. As a class, we count and (record on VIRTUAL diagram) the number of wall units (dimensions)
I used to create each side of the room.
4. Calculate the total surface area of the virtual classroom. Again, by splitting the diagram into
basic shapes.
CALCULATED SURFACE AREA OF VIRTUAL ROOM = _________________________
1. NOTES - Give an overview of ratio and proportions and how to solve for an unknown
measurement using cross multiplication (see Appendix).
* It is equally as important to demonstrate what NOT to do, such as mixing up the order during
initial setup.
2. At maximum zoom, measure the front wall of the classroom in the virtual model. Record
this value on your virtual sheet.
3. Using the knowledge just learned, students must go back to their ACTUAL and VIRTUAL
sheets. By comparing the ratio of the rooms wall to the virtual one, students can calculate the
scale I used to create the model.
Calculated Answer: Ratio of ACTUAL TO VIRTUAL = ______________
FYI: Important information for the teacher to know the theoretical value:
1 wall section = 3 feet; 1 quarter-square = 1 1/2 feet each; 1 tile = 80/90cm
living room
bath room
kitchen
2 bedrooms
Dining room
* For the sake of simplicity, keep rooms separate and closed as opposed to open
3. When the blueprint is complete fill in the number of squares for each room this is the area
of the floor, which doesnt account for the walls or ceilings.
4. Groups then take turns coming up to the front of the class and using Build and Buy mode,
building a virtual model of their blueprint. Using the Smartboard is highly advised here as it
allows students to create their home through tactile means.
* and encourage teams to quickly build a rough outline of their plan.
* STEPS 5 AND 6 MAY OCCUR IN EITHER ORDER
5. Once this process is complete, groups will then use the scale to calculate the surface area of
their design
6. As a final step, choose one member from each team to walk the rest of the class through
their floor plan.
The Sims 3
Pros
Architectural tools allows for realistic recreation of known lands and buildings
Build Mode is conducive to recreation
Aesthetically much more superior; beautiful graphics with microscopic, realistic detail
Hundreds of designs and patterns to select from
The instructor is familiar with the game and can adapt the lesson as needed
Cons
Minecraft
Pros
Crafting process easier and for all ages. The creative process is block-like and has transparent
outlines indicating where the user will build.
Crafting process interactive. Players feels more involved and immersed in the learning
because building occurs while playing the game
Playing process a lesson may involve playing the game in survival mode, challenging players to
build their model under time constraints and the threat of being attacked
Both conducive to education by being more affordable
Both conducive to learning by allowing for individual learning differences
Both More familiar immersive; the game is played by children of all ages, worldwide. Thus,
there is likely not as much of a learning curve. If anything, students could guide the instructor to
build a better design.
Cons
To facilitate learning during these activities, plenty of scaffolding is required. During the
conversion from metric to imperial units, I give a brief overview of the process. Even a simple
breakdown of why we use this formula helps solidify the concept for many students. Moreover, when I
give a lesson on proportionality and ratios, I also provide instruction and rationale for what NOT to do,
such as mixing up the order during initial setup.
In order for students to calculate the total surface area of the virtual model, they must already
be comfortable with basic area calculations. Nevertheless, I also provide hints during this activity and in
addition to explaining the need to split the diagram into basic shapes, demonstrate how to do so
visually. Using the game itself, I draw extra (temporary) walls along the floor, sectioning the trapezoidal
room into two triangles and a rectangle, all the while explaining the importance of doing so.
use of the Buy and Build modes, and does not take full advantage of these personalization features. The
game requires a high-performance processor and graphics card and, as such, currently only runs on my
personal laptop. This, of course, creates the difficulty of making learning available to every student at all
times. That being said, the game will become more accessible as technology advances. It is also an off
the shelf game, which lends itself to the issue of copyright, and depending on the lesson, certain
permissions may need to be obtained from Electronic Arts.
Furthermore, although the Sims 3 bestows all these unique ways to customize the gaming
experience, the lesson plan does not allow for individual learning differences. In fact, as it is applied in
the lesson plan, the game is biased towards students who are more familiar with software and
programming, or have fine motor skills and excellent visual-spatial capability. It is for this reason, I
recommend nominating only 1-2 members to build the virtual model for Part E, while the other
members begin their self-evaluation sheets
Despite these restrictions, both the lesson plan and game it is based upon work quite well in an
educational setting. However demanding the game appears pales in comparison to its power to
transform and individualize learning. It allows users to experience and participate in the learning
process, whilst shaping worlds according to their desires. I only wish we could take further advantage
of this opportunity, for although the games appeal will likely become stronger and more accessible as
technology progresses, students require this kind of poignancy now.
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EXAMPLE #1
See this lesson at: https://www.educreations.com/lesson/view/solving-for-scale/30828978/?ref=app
A man in a photograph is 2 cm tall. His actual height is 1.8 m. Calculate the scale used in the
photograph.
STEP ONE: First we must convert the units for both to be the same.
Since 100 cm = 1 m, 180 cm = 1.8m Therefore, the height of the man is 180 cm.
= photograph: original
= 2 cm: 180 cm
= 1 cm: 90 cm
EXAMPLE #2
A wall measures 20 feet wide in a classroom. In a photo, the same wall is 2 inches. What scale was used
to create the photograph?
STEP ONE: First we must convert the units for both to be the same.
Since 100 cm = 1 m, 180 cm = 1.8m Therefore, the height of the man is 180 cm.
STEP TWO: Find the ratio used by cross multiplication
= photograph: original
= 2 cm: 180 cm
= 1 cm: 90 cm
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Andrew Still
1
little or no
understanding evident
2
demonstrates limited
knowledge and
application of math
skills
3
demonstrates general
knowledge and
application of math
skills
4
demonstrates clear
knowledge and
application of math
skills
little or no
understanding evident
demonstrates limited
knowledge and
application of math
skills
demonstrates limited
knowledge and
application of math
skills
demonstrates limited
knowledge and
application of math
skills
demonstrates general
knowledge and
application of math
skills
demonstrates general
knowledge and
application of math
skills
demonstrates general
knowledge and
application of math
skills
demonstrates clear
knowledge and
application of math
skills
demonstrates clear
knowledge and
application of math
skills
demonstrates clear
knowledge and
application of math
skills
little or no
understanding evident
little or no
understanding evident
Additional information:
Students knowledge is demonstrated through a combination of formative and summative assessments. Formative assessment includes group
discussions and work with the interactive whiteboard, hands on activities (including but not limited to exploring concepts through manipulatives
and iPad activities), and 1 on 1 interviews etc.
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