STRUCTURED CURRICULUM LESSON PLAN Day: 001-002 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): All TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents explicitly stated or within context Choose and apply appropriate operational procedures and problem-solving strategies to real-world situations Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Use variables, number sentences, and equations to represent solutions and solve problems Analyze and interpret data presented in charts, graphs, tables, and other displays Understand and apply principles of probability, central tendency and variability Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes, and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs Understand and use methods of data collection and analysis, including tables, charts, and comparisons Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Learning the Main Functions of the Graphing Calculator (Order of operations within expressions entered into the calculator. Finding the appropriate dimensions for the viewing window of a graph. Exploring the functions of TRACE, TABLE, and ZOOM.) Instructional Focus/Foci Learning the Operation of Important Keys on the Graphing Calculator Materials Classroom set of graphing calculators and users guides Overhead graphing calculator

Overhead projector Educational Strategies/Instructional Procedures Preparation for Lesson: Arrange desks in groups of three or four and assign a number to each group. Opener: (10 minutes) Allow students to have unstructured time with the calculators. Direct them to discuss what they discover with the members of their groups. Complete the calculator lessons. Closer: (Last 5 minutes) Choose one or two keys from the list and have students write a sentence explaining when they might use that key. Students are allowed to use the calculator but not their notes. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Draw conclusions, inferring meanings from text Apply information presented in the text SC: Understand uses of scientific units and instruments Understand implications of technology in our society SS: Demonstrate an understanding of important historical events Connection(s) Enrichment: Have students write a paper about the impact of the microchip on society. Fine Arts: Have students create artwork using symbols generated by the graphing calculator. Home: Have students find objects around their home that have electronic controls, buttons or keys that are essential to the operation of the object. Have them write a sentence or two about the function of the key or control. Remediation: See Home. Technology: See Home.

Assessment Evaluate Calculator Activity 1 using the Structured Curriculum Scoring Rubric. Homework Have students review their notes and learn the function of each key discussed. Teacher Notes The first day is very important in setting the tone for the classroom. Be sure to explain school policies regarding the appropriate use of graphing calculators (i.e., policy for checking out/in calculators, playing games, etc.). It is important to let the students have unstructured time with the calculators at first. Students will be so involved with the technology that they probably will not focus on any specific task initially. Solutions to Calculator Activity #1: 1. 2. 3. 4. 7 387,420,489 59/40 1793/5000 5. 6. 7. 8. .046875 21.58 6.20791875 .0250438775

TI 82/83 Calculator Lesson 1

Have the students work in pairs. Have each pair explore the graphing calculator and make notes of their observations. (Allow 15 minutes for exploration.) Have each pair report their observations to the class and list their findings. The list should include: ON/OFF The calculator has an automatic turn-off after approximately 6 minutes. Press the ON key and the same screen will reappear. CLEAR The clear key will give a new work place or a clean home screen. Press 2nd and the the to lighten. to darken or 2nd and

CONTRAST

The calculator displays a setting from 19 in the upper right-hand corner. If the screen is light with a contrast setting of 8 or 9, the batteries are weak. Either replace or recharge the batteries. ENTER 2nd Tells the calculator to perform the indicated operation. Utilizes the function on the upper left side of a key. Utilizes the function on the upper right side of a key. Locks in the Alpha mode.

ALPHA 2nd ALPHA

Have the students work along with you as you demonstrate the following: The (-) is used for negative. The subtraction key will give an error message if used for negative. POWERS The x2 will square the expression and the ^ can be used for any power.
3^4 16 ! ! 81

42

ROOTS

To find a square root, use 2nd x2 . This . To find roots greater than gives a 2, enter the index number, then MATH 5, and then the radicand.
64
8 4 x 625 5

RECIPROCAL EDITING

To find the reciprocal, use x-1. To remove a character, place the cursor on the character and press DEL . To add a character, press 2nd DEL . To recall previous entries, press 2nd ENTER. It can go back approximately 32 problems. To display the answer in fraction form, press MATH 1 ENTER.

DEEP RECALL

ANSWER

STORE To get

5A 6A

To display the answer in decimal form, press MATH 2 ENTER . To assign a value to a variable, use STO
5 30

Type 5 STO ALPHA A. To multiply 6 times the contents of A, type 6 ALPHA A.

10

Calculator Activity # 1

Use your graphing calculator to complete the following: 1. 2. 3. 4.

4

2401

99 3 7 + 5 8

Write the answer as a fraction.

.7896 .4531 Write the answer as a fraction.

Let a = .125 and b = 7.11

5. 6. 7. 8.

3a 2 2a + 3b ab 2 a 2 b 1 a b
2 4

or

Find the reciprocal of a 2 b 4

11

STRUCTURED CURRICULUM LESSON PLAN Day: 003 007 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6B2; 7A6; 8C2,4; 10A1-4 TAP: Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Understand and use methods of data collection and analysis, including tables, charts and comparisons Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Analyzing Data Instructional Focus/Foci Identifying and Determining Scatter Plots, Lines of Best-Fit, and Linear Correlations Materials Meter sticks Yard sticks Graph paper Chart paper Rulers Copies of Analyzing Data Activities #1-5 Copies of Analyzing Data Homework 1-3 Educational Strategies/Instructional Procedures Distribute copies of Analyzing Data Activities #1-5. Read the guidelines aloud as the students follow along silently. Answer any questions the students may have. Assign students to groups using a method from Appendix B and monitor activities. Have the students note the following: Scatter plot: a graph that shows the relationship between two sets of data plotted as ordered pairs. Line of best-fit: A line on a scatter plot that comes as close as possible to the data points. Correlation: The relationship between two sets of data.

12

Linear Correlation: The data points approximate a straight line. Positive Correlation: The line of best-fit in a direction moves from lower left to upper right. Negative Correlation: The line of best-fit moves from upper to lower right. Have the students examine the graphs plotted in activities #1-5 and determine whether each graph shows a positive correlation, negative correlation, or no correlation. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Understand uses of scientific units and instruments Analyze and interpret data Apply scientific method to solve problems SS: Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Have students research William Playfair and write a brief report on his contributions to mathematics. Fine Arts: Have students make a collage from examples of scatter plots and data tables from newspapers and magazines. Home: See Enrichment and Home. Remediation: Have students list ten everyday relationships and discuss their meaning, i.e., hours worked and salary. Technology: Have students explore scatter plots with a computer drawing program. Assessment Teacher observation and group reports evaluated using the Structured Curriculum Scoring Rubric. Homework Have students complete Analyzing Data Homework 1 and 2.

13

Teacher Notes 1. Check that the students are in groups of at least five. 2. Tape two or more yard sticks to an object in the room. Place the yard sticks 20 cm above the floor. This will make measuring height easier for the students. 3. Encourage all of the students to participate. 4. Remind students that line of best-fit should: a) show the direction of best-fit b) divide the points equally c) have as many points as possible on the line

14

Guidelines for Activity 1

1. 2. 3. 4. 5. 6. The groups should be composed of at least five people. One person from each group will secure and return all materials. Take turns measuring and recording the information. Double-check and verify all measurements before recording the information. Prepare a report on group Activity 1. One person from each group will present his/her groups report to the class.

ACTIVITY 1
1. Measure and record the wingspan in centimeters of each person in your group. (wingspan from tip of middle finger of left hand to tip of middle finger of right hand) 2. Measure and record the height in centimeters of each person in your group. 3. Using graph paper, plot your data. 4. On the horizontal line, indicate the height. On the vertical line, indicate the wingspan. Note: Although we can put the height on the vertical line, we wish to predict your wingspan.

wingspan

height 5. Place your data (ordered pairs) on the group chart paper in the front (or back) of the room. 6. Plot on one graph the data from all the groups. (This graph is called a scatter plot.) 7. Suppose a student is 175 cm tall. Use your graph to predict the students wingspan. Use the graph of the groups to predict the students wingspan. 8. Continue with Activity 2.

15

Guidelines for Activities 2 & 3

1. 2. 3. 4. 5. 6. The groups should be composed of at least five people. One person from each group will secure and return all materials. Take turns measuring and recording the information. Double-check and verify all measurements before recording the information. Prepare a report on Activities 2 and 3. One person from each group will present his/her report to the class.

ACTIVITY 2
1. Repeat steps 1-6 from Activity 1, using your foot size and forearm measurements in centimeters. 2. On the horizontal line, indicate the foot size. On the vertical line, indicate the forearm length. Note: This graph is also a scatter plot. 3. Suppose a student has a foot size of 30 cm. Use your graph to predict the students forearm length. Use the graph of all the groups to predict the students forearm length.

ACTIVITY 3
1. Using your graph from height vs. wingspan, use a ruler to sketch the line that you think best approximates the data points. 2. Locate two points on the line (one near the top of the line and one near the lower end of the line) and approximate the x and y values of each point. (The points do not have to be two of the original points.) 3. Use the slope-intercept form of an equation to find the equation of the line that passes through the two points you just found. Note: The line you are approximating is called the line of best-fit.

16

Guidelines for Activities 4-5

1. 2. 3. 4. 5. 6. The groups should be composed of at least five people. One person from each group will secure and return all materials. Take turns measuring and recording the information. Double-check and verify all measurements before recording the information. Prepare a report on the Activities 4 and 5. One person from each group will present his/her groups report to the class.

ACTIVITY 4
1. Carefully plot the following points on graph paper: (52, 22) (44, 20) (49, 23) (70, 9) (26, 57) (32, 50) (28, 54) (49, 17) (63, 13) (51, 24)

2. Use a ruler to sketch the line that you think best approximates the data. 3. Can you find an equation for the line of best-fit?

ACTIVITY 5
1. 2. 3. 4. Measure and record the wrist size, in inches, of each member of your group. Measure and record the height, in inches, of each member of your group. Using graph paper, plot your data. Using a ruler or a straightedge, sketch the line of best-fit.

17

Analyzing Data Homework #1

Create a scatter plot and find the line of best-fit for fast foods and desserts using the tables below:

1. Fast Foods

2. Desserts

18

Fast Foods
Food Item
Cheeseburger Chicken Dinner Fish Sandwich French Fries Hamburger Frankfurter Pizza (cheese) Taco

Weight (grams)
111 410 164 69 92 93 110 75

Sodium (milligrams)
709 2,243 882 146 461 728 599 401

Desserts
Dessert Item Carbohydrates per serving (grams)
26.0 27.0 24.4 61.2 45.8 43.0 49.2 61.5 55.1 37.8

Protein per serving (grams)

2.0 5.1 1.9 4.9 3.3 2.4 7.2 4.2 4.5 7.2

Brownie Cheesecake Chocolate Cake Strawberry Shortcake White Cake Apple Pie Banana Custard Cherry Pie Lemon Meringue Sweet Potato

19

Analyzing Data Homework 2

1. Life Expectancy
Year 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 Age 47.3 50.0 54.1 59.7 62.9 68.2 69.7 70.8 75.2 77.3

2. Make a scatter plot of life expectancy. 3. Draw the line of best-fit. 4. Determine whether the graph shows a positive correlation, negative correlation, or no correlation. 5. Write the equation of the line of best-fit. 6. Using your graph, predict life expectancy in the year 2000.

20

Analyzing Data Homework 3

We the People of the United States, in order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general welfare, and secure the blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

1. Time 20 people of all ages take to recite the preamble of the United States Constitution. 2. Make a scatter plot of the data. 3. Draw a line of best-fit. 4. Determine whether the graph shows a positive correlation, negative correlation, or no correlation. 5. Write an essay discussing your findings using the vocabulary from the unit.

21

STRUCTURED CURRICULUM LESSON PLAN Day: 008 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6B2; 7A6; 8C2,4; 10A1-4 TAP: Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Understand and use methods of data collection and analysis, including tables, charts and comparisons Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Analyzing Data Instructional Focus/Foci Identifying and Determining Scatter Plots, Lines of Best-Fit, and Linear Correlations Materials Copies of Graphing Scatter Plots and Lines of Best-Fit Activity Classroom set of graphing calculators Graphing calculator for the overhead Overhead projector Educational Strategies/Instructional Procedures Distribute copies of the Graphing Scatter Plots and Lines of Best-Fit Activity. Work through scatter plots and lines of best-fit with the students using the following data: placing gas used in L1 and miles driven in L2. Gallons of gas used 20 15 10 20 15 10 Miles driven 330 240 180 300 200 150

22

Answer any questions the students may have. Have the students complete the activity and monitor their progress. Have each group give a brief description of their results. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Understand uses of scientific units and instruments Analyze and interpret data Apply scientific method to solve problems SS: Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Have students use statistics on their favorite sports team and show a positive correlation, negative correlation, and no correlation. Fine Arts: Have students create a poster using their scatter plots and articles from newspapers and magazines that agree or disagree with their findings. Home: See Enrichment and Fine Arts. Remediation: Teachers Half Dozen Technology: Have students find on the Internet the statistics on their favorite sports team. Assessment Teacher observation and group reports evaluated using the Structured Curriculum Project Scoring Rubric. Homework Review class notes. Teacher Notes Prepare copies of the Graphing Scatter Plots and Lines of Best-fit Activity.

23

GRAPHING SCATTER PLOTS AND LINES OF BEST-FIT ACTIVITY

Using your data from activity #1, Height vs. Wingspan, draw a scatter plot on your calculator.

Scatter Plot

STAT 1, enter the x-values into L1-(List one) Arrow right to L2-(List two), enter the y-values into L2. 2nd MODE to quit. Push 2nd Y= to get the stat plot menu ENTER. 4 enter to turn off all the plots. 2nd Y= ENTER.

Press ENTER to turn plot on arrow down ENTER ~ for Scatter Plot to L1 ENTER to L2 ENTER to mark: your range WINDOW to set your range. GRAPH . You may need to adjust

1. Is the graph similar to yours? 2. Does the graph show positive correlation, negative correlation, or no correlation?

24

Draw a line of best-fit on your calculator.

Line of Best-Fit

Push STAT to calc push 5 ENTER Y= VARS 5 to EQ 7. This plugs the equation for the line of best-fit into y. Push GRAPH .

1. Is the line of best-fit similar to yours? 2. Approximate, using the line of best-fit, the wingspan of a person with a height of 175 cm.

25