Lesson 9 of 10
Objective: Students will generate measurements and use proportions to establish miniature measurements of themselves.
The goal of this lesson is for students to use what they have learned about unit rates and ratios, along with measurement skills to create a miniature version of themselves. Even though this is an individual activity, students will have to work together with a partner to determine their measurements. After collecting the measurements for the different body parts, students will convert their actual measurements into measurements for their models. There are two record sheets for them to complete. The first, Student Activity Sheet 1, is to record the actual measurements and the final measurements for the model. The second sheet, Student Activity Sheet 2 is a workspace for the conversions.
After students complete their conversions, a student will be chosen to model how he or she made a conversion for each body part. In selecting students, I want to call students up to the document camera who may have done the conversion without relying on the traditional cross-multiply and divide algorithm. I would like to see students make comparisons between the fractions they create to represent the measurements. If there are no examples of solutions, I will probe students as examples are shared to ask if there are other ways to convert the measurements. I will also ask why another way will work. My goal is to ensure that students understand more than just how to compute the conversion. I want them to recognize that these conversions are actually comparisons. Posing the questions will generate discussion and I can ensure that each student understands and can demonstrate that understanding through the conversion chart.
To wrap up the work for this day, I want students to respond to the exit ticket prompt: What is the difference between converting a measurement for a miniature building into the measurement for the actual building and converting the actual size into a model size? I am looking for recognition that multiplication will make the measurement larger and division will make the measurement smaller. I also want to know if students have a consistent strategy for making the conversions. This formative assessment will identify who will need extra support in building the actual model in the next lesson.