## MiniMe2.mov - Section 2: Summary

*MiniMe2.mov*

*MiniMe2.mov*

# Mini Me II

Lesson 10 of 10

## Objective: Students will use the measurements generated with the proportions in the previous lesson to create a 2D and a 3D representation of themselves.

#### Explore

*30 min*

In the previous day’s lesson, students generated measurements for their body parts. They measured each other and used the measurements to create a list of measurements for a miniature model of themselves. Today’s lesson involves students building the miniature version of them.

Using the measurements the students charted during the previous lesson, the students will use the supplies in the classroom to build a miniature version of themselves. To start the building activity, students will have their work reviewed by a partner for accuracy. Students will trade papers with their table partners and work through each of the conversions in the table, checking for accuracy. If there is a discrepancy between the measurement in the table and the answer the partner derives, partners can discuss and try to generate a common answer. I will also go around and help determine and find solutions for any discrepancies.

To create the Mini Me, students will complete two steps. First they will draw the figure using the measurements they have derived. The drawing should be on an 8.5” x 11” sheet of paper. Drawing the figure first will allow them to apply their measurements. They will also be able to determine whether the measurements are accurate before they begin constructing the actual figure. As students are drawing, I will be able to look at there work to see where errors may have occurred. If a particular body segment doesn’t fit the drawing, I can help students determine where a mistake may have occurred. Did they measure correctly? Did they convert correctly? This preliminary step allows students to check their math in a more concrete way without making assumptions about the process they used. It also helps them analyze their own process and make decisions about the steps they took. If there were no corrections to be made, then students will have confirmation about their thinking.

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#### Summary

*10 min*

The final step will be for the students to take the supplies we have collected in class and actually create the 3D model. The supplies collected will include straws, toothpicks, aluminum foil, foam balls in various sizes, toilet paper and paper towel rolls, glue, tape, modeling clay, pipe cleaners, yarn, and colored paper. Students can also use other items they bring in with my approval. No food or living things will be allowed. Students can “dress” their mini me, give it hair, add eyeglasses, etc., but this is not a requirement of the project. Students will have the rest of the class period to complete their figures. If we do not finish, they will have time the following day to complete their figures and give a presentation about who they are and what we see in the figures created. As students introduce their mini me to the class, I will ask questions about their conversions to ensure they can make other conversions. I also want to find out if they are able to use ratios and proportions. Are they making those connections? If not, then I can help guide them toward that understanding.

#### Resources

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- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Scale Matters I
- LESSON 2: Scale Matters II
- LESSON 3: Thinking Proportionally
- LESSON 4: Bicycle Tire Revolution
- LESSON 5: Which One?
- LESSON 6: Unit Rate Introduction
- LESSON 7: Shopping Shuffle
- LESSON 8: Write It Wednesday - Analyzing Matters
- LESSON 9: Mini Me
- LESSON 10: Mini Me II