Instructional Software Lesson Idea

Lesson Idea Name: Bubble Wrap Math

Grade Level/Content Area: 6th Grade/Mathematics
Content Standard Addressed: MGSE6.G.1 Find the area of right triangles, other triangles, quadrilaterals, and
polygons by composing into rectangles or decomposing them into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems.

MGSE.6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies
such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or
equations.

ISTE Technology Standard Addressed:
Knowledge Constructor
1.3.d Students build knowledge by actively exploring
real-world issues and problems, developing ideas and
theories, and pursuing answers and solutions.
What would you like students to know and be able
to do by the end of this lesson:
Students should be able to represent a ratio with
multiple representations and estimate an unknown
rate using relative proportions. Students should be
able to find the ratios of similar squares and
determine the proportional relationship between
side length are the area of a square.

What is the student learning goal for this lesson idea? Students should know the three ways that ratios are
represented. Students should be able to compare a 5-inch square of bubble wrap to a 10-inch square of
bubble wrap. Knowing the properties of a 5-inch square of bubble wrap, students should be able to use their
knowledge of ratios and proportions to estimate the properties of a 10-inch piece of bubble wrap. Students
should generalize how side length ratios relate to area ratios in the context of working with geometric
squares.
Selected Instructional Software Tool: Khan Academy

Description of Software: Instructional Videos designed to enhance student learning.

URL(s) to support the lesson (if applicable): Is side length & area proportional? (video) | Khan Academy

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-ratio-proportion/cc-7th-proportional-
rel/v/proportionality-between-side-length-and-perimeter

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teachers to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

SBooker, 2022
 Instructional Software Lesson Idea
Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the teacher's
direction and expectations. Learning activities are assigned to the student and are mostly practice-based.

☒ Student-Led: Students are given a voice and choice in the activities. They may select the topic of learning
and/or determine the tool they will use to meet the learning goal. The teacher facilitates the learning as
the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom. (Note: This
objective could be reached by displaying the project on the school’s morning newscast, posting the project
to the classroom blog, presenting it to another class, or publishing it via an outside source.)
How will you connect this topic to students’ prior knowledge as you teach? Students will recall their learning
about ratios to estimate the proportional rate, length, and area increases of a square of bubble wrap.
Computing the area of a square will be reviewed and conversions from minutes to seconds will be reviewed.
We will have a classroom discussion about how ratios and proportions are used every day in farming, cooking,
lawn care, construction, etc. We will also discuss as a class how ratios and proportions can be used as a useful
tool for estimating amounts, lengths, areas, and volumes, and are also useful for determining if a computed
answer is reasonable. Students will be prompted to give applications where ratios are useful.
Lesson idea implementation:
Students will watch the instructional video and then begin the Bubble Wrap Activity. Each student is given a
5-inch square of bubble wrap. Students are asked to review the properties of the 5-inch square of bubble
wrap and then write down an estimate of how long it would take to pop all the air bubbles in a 10-in square
of bubble wrap. Then, a timer is started, and each student is allowed to pop all the bubbles in the given
bubble wrap and record the time. Using prior knowledge of ratios and area, the students compute the rate it
took to pop the air bubbles in the 5-inch square and then use prior knowledge of proportionality to compute
the time it would take to pop the 10-inch square. The original estimate is compared to the computed value
and the reasonableness of the answer is discussed within small groups.

The small groups determine the relationship between the side length of the bubble wrap and the
proportional rate of change of the amount of time it takes to pop all of the air bubbles of 2 similar geometric
squares. The teacher will rotate between small groups and facilitate the discussion and ask guiding questions.
2 Groups will present their finding to the class.

As an extension of this activity, each of the groups will compare their computations and summarize the data
in a table format. Statistical analysis of the computational data will be used to determine the mean, median,
and mode of the data. The groups are asked to describe what a box plot of this data would look like.

Universal Design for Learning (UDL) Reflection: This technology tool is accessed in the classroom and outside
of the classroom. It allows viewers to pause the video to repeat sections and provides subtitles and audio for
multiple content delivery methods. Students can participate in many ways during this activity and are given
voices and choices in how they want to represent their ratios and mathematical representations. I look
forward to the small group interaction and comparisons of estimates with computed data.

SBooker, 2022