PBIUnit:Safeand

AccessibleSidewalks

Createdby:JoniEverettandMasonCox
Targetaudience:7thgrademathematics
Duration:6weeks

 1

TableofContents
Introduction 2
Rationale 2
ProjectDescription 4
ProjectObjectivesandGoals 4
Standards 4
FinalProduct 6
GrantProposal 6
Curriculumvitae 8

UnitComponents 13
AnchorVideoLink 13
SubstituteActivity 13
ProjectRubric 14
ConceptMap 16

LessonPlans 17
Week1 17
Week2 19
Week3 20
Week4 24
Week5 25

Resources 27

Introduction

Rationale
ThedrivingquestionforthisunitisHowcanwemakeUALittleRocks
sidewalksmorehandicapaccessible?Oncampus,thesidewalksarenotthegreatest.
ThemainbricksidewalkisinaVshapewhichgetsalittlefloodedwhenitrains,there
arealsobrickscomingupthatpeopletripover.ThetwosidewalksleadingtoETASare
ataslantthatwouldbeveryhardtorollupinawheelchair.Therearesmall
sidewalksthatareofftothesidemadeoutofdifferentrocksbuttherearegaps
betweentherockswhichmakeitimpossibleforwheelchairstoaccess.Whenthe
studentsgoonthefieldtriptocampustheycanseetheseproblemsforthemselves
andbecomemorepassionateforthefinalproject.
Thisunitcombinesmanyofthemathematicsskillsintoonerealworld
application.Doingthiswillleaveanimpactonthestudentswhichwillhelpthem
understandthematerial.Beforethisunit,thestudentsshouldhaveanunderstanding
ofbasicmathconceptssuchasadding,subtracting,multiplying,dividing,anddealing
withdifferenttypesofnumberslikefractionsanddecimals.Theywillenhancethese
skillswhiledealingwithmoneyandequationstheycreatefromwordproblems.
Studentswillalsolearnnewskillsincludingbudgeting,basicgeometry,ratios,
volume,area,andhowtoconvertunits.Theselessonswillkeepthestudentsfocused
onthemaingoal,thefinalSketchUpofthecampussidewalks.
Projectbasedinstructionisanewwayofteaching.Itinvolvesprojects,suchas
thisone,besidesthenormaltesttakingassessments.Insteadoflectures,thestudents
areabletousetheknowledgegiventothemandcreatesomethingoutofit.
AccordingtoastudydonebyHugerat(2016),studentsweremoresatisfied,enjoyed
theclassmore,andperceivedthattheirteacherwasmoresupportivePBLimpacts
theclassroominapositivewayhelpingstudentstogainsocializationskillsandfeel
 3

morecomfortableintheclassroom.HugeratalsosawthatPBIincreasesthestudents
willingnesstolearnthematerial(2016).
InanotherstudydonebyHan,Rosli,Capraro,andCapraro(2016),theystate
thatSTEMPBLschoolsshowedhigherscoresongeometry,probability,andproblem
solvingthanthoseinnon-STEMPBLschools.DoingPBLinschoolscanhelpstudents
understandthematerialinawaythattheyrememberit.Inaclassroomlikethis,
knowledgeiscombinedwithrealworldskillsandputintosomethingthestudentsare
interestedinlearning.
DuringthisPBIunit,studentswillcreateanewandimprovedideaforUALittle
Rockscampussidewalks.Bytheendofthesixweeksunit,theywillhaveacomplete
sketchonGoogleSketchUpofthecampus.Thestudentswillbeseparatedintofour
differentgroupsandassignedasectionofthecampus.TheywillthenvisitUALittle
Rocktounderstandthelayoutofthecampusandtotakeanynotesorpicturesthat
theymayneed.Thesesixweekswillalsocontainbenchmarkandinquirylessons
whichwillhelpthemplanthesidewalks.Thestudentsneedavastrangeof
informationtodothis.Inclass,wewillbegoingoverbudgets,money,basicalgebra,
andgeometry.Alongwiththestandardlessons,theywillresearchsidewalk
regulations,materialsusedtobuildsidewalks,researchdifferentconstruction
businesses,andlearnGoogleSketchUp.
Attheendofthesixweeks,eachgroupshouldhavedifferentsectionsofthe
campuscompleted.Thelastweekwillbeusedtocombinethemalltomakeone
joinedproject.Doingthiswillcreatemorelifelongskillssuchascommunicationand
participatingasateam.Oncethatisfinished,theclasswillpresenttheirideatoUA
LittleRocksboard.Intheirpresentation,theywilldescribehowtheydidthetask
andwhytheybelievetheirprojectshouldbeconsideredforthecampus.

ProjectDescription
Thisunitshouldtakeatotalof6weeks.Themainconceptsthatwillbecovered
include:algebra,geometry,economics,architecture,andresearch(seetheconcept
mapforfurtherdetails).ThefinalproductwillbeacollaborationinGoogleSketchup
thatallofthestudentscollaboratedon.

ProjectObjectivesandGoals
Studentswillbeabletousemultiplemathskillstosolvearealworldsituation.Using
materialsgiven,studentswillbeabletovoicetheirfindingsandunderstandingof
conceptsthroughoutthemonth.Theywillbeabletocreateabudgetandhandle
moneywithease.Also,studentswillunderstandvolumeandareaandwillbeableto
findbothformultipleshapes.Theoverallgoalisforthestudentstobeabletoenjoy
mathandseeitintheworldaroundthem.

Standards
CCSS.MATH.CONTENT.6.G.A.1

Findtheareaofrighttriangles,othertriangles,specialquadrilaterals,andpolygons
bycomposingintorectanglesordecomposingintotrianglesandothershapes;apply
thesetechniquesinthecontextofsolvingreal-worldandmathematicalproblems.

CCSS.MATH.CONTENT.6.G.A.2

Findthevolumeofarightrectangularprismwithfractionaledgelengthsbypackingit
withunitcubesoftheappropriateunitfractionedgelengths,andshowthatthe
volumeisthesameaswouldbefoundbymultiplyingtheedgelengthsoftheprism.
ApplytheformulasV=lwhandV=bhtofindvolumesofrightrectangularprisms
 5

withfractionaledgelengthsinthecontextofsolvingreal-worldandmathematical
problems.

CCSS.MATH.CONTENT.6.G.A.3

Drawpolygonsinthecoordinateplanegivencoordinatesforthevertices;use
coordinatestofindthelengthofasidejoiningpointswiththesamefirstcoordinate
orthesamesecondcoordinate.Applythesetechniquesinthecontextofsolving
real-worldandmathematicalproblems.

CCSS.MATH.CONTENT.6.G.A.4

Representthree-dimensionalfiguresusingnetsmadeupofrectanglesandtriangles,
andusethenetstofindthesurfaceareaofthesefigures.Applythesetechniquesin
thecontextofsolvingreal-worldandmathematicalproblems.

AR.Math.Content.7.NS.A.2

Applyandextendpreviousunderstandingsofmultiplicationanddivisionandof
fractionstomultiplyanddividerationalnumbers.

AR.Math.Content.7.NS.A.3

Solvereal-worldandmathematicalproblemsinvolvingthefouroperationswith
rationalnumbers,includingbutnotlimitedtocomplexfractions

AR.Math.Content.7.G.A.1

Solveproblemsinvolvingscaledrawingsofgeometricfigures,includingcomputing
actuallengthsandareasfromascaledrawingandreproducingascaledrawingata
differentscale

AR.Math.Content.7.G.A.3

Describethetwo-dimensionalfiguresthatresultfromslicingthree-dimensional
figures,asinplanesectionsofrightrectangularprismsandrightrectangularpyramids

AR.Math.Content.7.G.B.4

Knowtheformulasfortheareaandcircumferenceofacircleandusethemtosolve
problems.Giveaninformalderivationoftherelationshipbetweenthecircumference
andareaofacircle

AR.Math.Content.7.G.B.6

Solvereal-worldandmathematicalproblemsinvolvingareaoftwo-dimensional
objectsandvolumeandsurfaceareaofthree-dimensionalobjectscomposedof
triangles,quadrilaterals,polygons,cubes,andrightprisms

FinalProduct
Atthebeginningoftheunit,thestudentsaredividedupintofourgroups.Eachoneis
assignedasectionofthecampus.Fromthereontheymustcommunicatewitheach
otherandtheothergroupstosuccessfullypulloftheproject.UsingGoogleSketchUp,
theywillmaptheentirecampusandredesignthesidewalks.Theendprojectwillbea
collaborationbetweenallofthestudents.Thefinaltwoweeksoftheunitis
dedicatedtotheendSketchUp.Thelastweekwillbetohaveallthestudentsget
togethertointegratetheirseparategroupprojects.

GrantProposal
AbstractorProjectSummary:

MasonCoxandJoniEverettfromthePulaskiHeightsMiddleSchoolarelookingfora
granttosupportaprojectbasedlearningclassroomassignment.Inthisproject,the
 7

studentswillusemathematicstomakeaplantoimprovethesidewalksofUALittle
Rockcampus.Thestudentswillresearchregulations,materials,andbusinesses.In
class,theywillbeseparatedintoatleastthreedifferentgroupswhichwillbe
assigneddifferentsectionsofcampus.Theywillvisitthecampustomakenotesand
takepicturesoftheirsections.EachgroupwillmakeaGoogleSketchUpofthesection
theydesigned.Thelastweekoftheprojectwillbeusedtoputallthesections
togethertofinalizetheproject.ThefinalSketchUpwillbepresentedtoUALittle
Rockboardforthemtouse.Theobjectiveofthisassignmentisforthestudentsto
interactmorewiththemaththeyareworkingwith.Thisactivitywillalsohelpthem
withotherskillssuchaspublicspeaking,technology,andcommunicationwithothers.
Thefundingwouldcostapproximately$1,099.95fortechnologyandafieldtrip.

Evaluation:
Forthisprojecttherewillbemultipleevaluations.Ingroups,studentswillhave
discussionsanddogroupworkwhichwillshowhowproficienttheyareinthesubject
matter.Attheendoftheproject,therewillbepeerevaluationswithinthegroup.
Therewillalsobearubrictogradethefinalprojectcompilationwhichwillinclude
thefinalpresentationalongwiththeGoogleSketchUpsections.

Budget:

Item Quantity Cost

FieldTriptoUALR $300

PowerShotELPH190IS 5 $159.99apiece
camera

TotalCost: $1,099.95

Curriculumvitae:

JoniEverett
jonieverett11@yahoo.com-(870)214-2825
409StoneAvenue,MountainView,72560,AR

PersonalStatement
Withmyjobexperiencedealingincustomerservice,Ihavelearnedhowtobefriendly
andapproachable.Ihavegainedskillssuchaspatience,communication,organization,
andhowtomanageunderstress.Icanprovideexcellentserviceandhandle
complaintswell.

Education
ArkansasSchoolforMathematics,SciencesandtheArts:2013-2015
Highschooldiploma
GPA:3.40
Graduatedwith59collegecredithours
Awards:3rdplaceincategoryforScienceFair,2ndplaceJunior
AcademyforScienceFair
UniversityofArkansasatLittleRock:2015-Present
BachelorofArtsinMathematics(expected-May2018)
MinorinSecondarySTEMEducation
GPA:3.46
Scholarships:ChancellorsLeadershipCorps,DeansAcademicMerit,
ArkansasLotteryScholarship

RelatedJobExperience
ResidentialAssistantwithUALR:August2016-present
Helpedstudentswhomayhaveproblemsintheresidencehall
Plannedprogramsfortheresidentsthatwerefocusedonlifesituations
andskills
APPLEUpwardBoundMentor:June2016-July2016
WorkedwithhighschoolstudentsonLyonCollegecampus
Livedwiththestudentsinthedorms
Tutoredthemindifficultsubjects

OtherJobExperience
SonicDrive-In:January2016-April2016
Tookcustomersorders
Completedordersandcarriedthemout
Handledmoney
HighlandsofMountainView(NursingHome):May2015-July2015
Plannedactivitiesfortheresidents
One-on-onetimewithindividuals
Helpedwithmajoreventsthatwereplanned
KFC/TacoBellCustomerService:February2013-July2013,May2014-July2014
Dealtwithcustomerswhohadanyproblems
Workedtheregister
Completedorders

FieldPlacementsandInternships
MaumelleHighSchool:Fall2016
ObservedandtaughtunderJessicaBeaver
Taughtforfiveperiodsintotal
Quest:Fall2016
UnderMr.Blount
Taughtforoneperiod

HonorsandAwards
DeansList-Fall2015,Spring2016
NominatedforthehonorsocietyPhiKappaPhi

ServicetotheProfession
STEMnightatJeffersonElementary(8/29/16)
Overthestationthathelpedthestudentscreatetops
Cutpaperfortheyoungonesandhelpedexperimentwithweights.
ScienceOlympiadatUALittleRock(4/15/17)
Administeredanastronomytestandthengradedtheresults
MuseumofDiscovery:Tinkerfest(8/17/16)
Helpedchildrenbuildlargegeometricshapesoutofdowelrodsand
rubberbands

ProfessionalConferences
NCTMNationalConference-April,2017SanAntonio,TX

 10

MasonCox
mbcox@ualr.edu-(501)940-4188
201N.PalmSt,LittleRock,AR,72205

PERSONALSTATEMENT
IamcurrentlyastudentoftheUniversityofArkansasatLittleRock,studyinginthe
fieldofMathematics.Ihavecombinedmytimeofstudieswithworkandother
commitmentsforthepastfewyears.Throughtheseyears,Ihaveshownmyselftobe
self-motivated,committedanddeterminedinachievingmygoals.Ihavealso
demonstratednegotiationandorganisingskills,afirmsenseofresponsibilityanda
capacitytoworkhardunderpressure.Iamabletorelatetoawiderageofpeople,
asprovenbymyworkandvolunteerexperiences.

RELATEDWORKEXPERIENCE

Mathnasium February2016-present
MathInstructor
LittleRock,AR
Responsibilities:
TutoringKthrough12thgrade
Representativeofmathnasiumforpublicevents

Axiom-SummerSTEMProgram June2016-August2016
STEMInstructor
ThrasherandMitchellBoysandGirlsClub
LittleRock,AR
Responsibilities:
Teachingstudentsdifferentlessonswithfunactivitiesregarding:
o Science,Technology,EngineeringandMathematics
1stLesson:Filtration
2ndLesson:AcidicorBasicphscales
3rdLesson:RocketPropulsion

WORKEXPERIENCE

SalesAssociate October31,2013September19,2016
BedBath&Beyond
LittleRock,AR

 11

Responsibilities:
CustomerService
StockSalesFloor
Cashier
BackroomStock

Invoice&BillingSpecialist June2012current
MedicalCaseManagementofArkansas
LittleRock,AR

Responsibilities:
BillingInvoices
DictationofMedicalReports
Fax,Mail,andE-mailInvoicesandReports
PreparingandMakingDeposits

SalesAssociate June2012February2013
Wal-Mart
LittleRock,AR
Responsibilities:
CustomerService
StockSalesFloor
Cashier
CartPusher
BackroomStock

FIELDPLACEMENTANDINTERNSHIPS

FromthefollowingclassesIhaveobtainmultiplefieldexperienceswithineducation.
2015-WilliamsElementary,5thgrade
2015-HoraceMann,6thgrade
2016-MaumelleHighSchool,9thgrade
2016-TutoringinPulaskiHeights

Mathnasium:MathInstructorforgradesK-12

TeachingSTEMforAxioms,BoysandGirlsClub

 12

EDUCATION

BSMathematics-expected-May2018
UniversityofArkansasatLittleRock

MyachievementforaBSinmathematicsistohaveaclearunderstandingofthe
reasoningbehindtheapplication.

SERVICETOTHEPROFESSION
JudgeforLittleRockCentralHighSchool
2017

ForestHeightsSTEMAcademy,STEMnight
2016

ACHIEVEMENTSANDVOLUNTEERWORK

UALRsChancellorsList Spring2014

UALRsDeansList Spring2014
Fall2015-2016
Fall2016-2017

EagleScoutAwardBoyScoutsofAmerica May08,2013

WestPulaskiFireDepartmentStation#4 June2010June2014
35911Hwy300,Bigelow,AR

TheChurchatRockCreek8thgradeyouthgroupleader August2013-current
11500W.36thSt.,LittleRock,AR

PROFESSIONALCONFERENCES

NCTMRegionalConference&Exposition October26-28,2016
Phoenix,AZ

UTeachConference May24-26,
2016
 13

Austin,TX
PERSONALINTERESTS

Myinterestforteachingistomakemathematicsfunandinterestingtothestudents.I
wanttostayawayfromlecturesandwanttoinsteadtackmorehands-onactivities.I
believe,thisrouteofteachingwillallowthestudentstobemoreinvolvedinclass,
seethematerialbeingusedinrealworldsituationsandpossiblyboostaveragesin
gradescomparedtolectures.

UnitComponents

AnchorVideoLink: www.youtube.com/watch?v=JDAamzuvyYU

SubstituteActivity
ForthefirstpartoftheclassthestudentswillbegiventhearticleWeareInstant
NumberCrunchers,byNationalGeographic.Therewillbeahandoutforthisarticle
forthestudentstocomplete.Thestudentsshouldnothaveanyissueswiththis
article.Iftheyfinish,therewillbeagamefromEducationWorldtodo.Thepointof
thegameistousethesumoffournumberstofinddatesonacalendarthatforma
square.Iestimatethearticletaking30minutesandtheycanplaythegameforthe
restofthetime.

 14

ProjectPresentationRubric
Name(s):_________________________________________________Date:_________________

Criteria Greatly Exceeds Exceeds Meets Below Does not meet

Expectations Expectations Expectations Expectations expectations
(Excellent) (Good) (Satisfactory) (Fair) (Poor)
5 points 4 points 3 points 2 points 1 point

Knowledge of Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates a

Subject Matter masterful above average adequate/average below average very poor
knowledge of the knowledge of the knowledge of the knowledge of the knowledge of the
subject matter. subject matter. subject matter. subject matter. subject matter.

Communication Demonstrates a Demonstrates an Demonstrates an Demonstrates a Demonstrates a

Skills/Clarity superior ability to above average adequate/average below average very poor ability
communicate with ability to ability to ability to to communicate
the class/audience, communicate with communicate with communicate with with the
and the presenter the class/audience, the class/audience, the class/audience, class/audience,
is clearly and and the presenter and the presenter and the presenter and the presenter
easily understood. is clearly and is understood. is not easily is not easily
easily understood. understood. understood.

Poise/Confidence Demonstrates an Demonstrates an Demonstrates an Demonstrates a Demonstrates a

extremely poised above average average display of below average very poor display
and confident display of poise poise and display of poise of poise and
demeanor while and confident confident and confident confident
presenting. demeanor while demeanor while demeanor while demeanor while
presenting. presenting. presenting. presenting.

Voice Speaks using a Speaks using an Speaks using an Speaks using an Speaks using a
superior volume above average adequate/average below average poor volume level
level and clarity. volume level and volume level and volume level and and is very
Also speaks with clarity. Also with adequate is difficult to difficult to
without the speaks without clarity. Also understand. understand.
repetition of using repetition of speaks without Speaks using Speaks using
words or phrases. words or phrases. using many many repetitious many repetitious
repetitious words of words or words or phrases.
or phrases. phrases.

Visual Contact Demonstrates a Demonstrates an Demonstrates an Demonstrates a Demonstrates a

superior ability to above average adequate/average below average very poor ability
maintain eye ability to maintain ability to maintain ability to maintain to maintain eye
contact with the eye contact with eye contact with eye contact with contact with the
class/audience the class/audience the class/audience the class/audience class/audience
throughout the throughout the throughout the throughout the throughout the
presentation. presentation. presentation. presentation. presentation.

Evidence of Demonstrates a Demonstrates an Demonstrates an Demonstrates a Demonstrates a

Preparation superior ability to above average adequate/average below average very poor ability
organize and ability to organize ability to organize ability to organize to organize and
execute the and execute the and execute the and execute the execute the
presentation. presentation. presentation. presentation. presentation.
 15

Orderly Sequence The logical The logical The logical The logical The logical
progression of the progression of the progression of the progression of the progression of the
presentation presentation presentation presentation presentation
topics is topics is topics is topics is topics is
demonstrated with demonstrated with demonstrated with demonstrated with demonstrated with
superior mastery. above average adequate/average below average poor mastery.
The presentation mastery. The mastery. The mastery. The The presentation
easily flows well presentation easily presentation presentation does does not
from topic to flows well from adequately flows not adequately adequately flow
topic. topic to topic well from topic to flow well from well from topic to
topic topic to topic topic

Professional The presenter The presenter The presenter The teacher The teacher
Appearance and demonstrates demonstrates demonstrates demonstrates demonstrates
Conduct superior above average average below average poor,
professionalism in professionalism in professionalism in professionalism in unprofessional
terms of his/her terms of his/her terms of his/her terms of his/her attire and conduct
attire and conduct attire and conduct attire and conduct attire and conduct throughout the
throughout the throughout the throughout the throughout the presentation.
presentation. presentation. presentation. presentation.

Use of The presenter has The presenter has The presenter has The presenter has The presenter has
Audio-Visual/ a superior ability an above average an a below average a poor ability to
Demonstration to effectively use ability to adequate/average ability to effectively use
audio/visual aids effectively use ability to effectively use audio/visual aids
in order to audio/visual aids effectively use audio/visual aids in order to
enhance in order to audio/visual aids in order to enhance
presentation. enhance in order to enhance presentation.
presentation. enhance presentation.
presentation.

Total Points:___________________________________

Comments regarding aspects of the presentations: what was done well.

Comments regarding negative patterns/things that need improvement, including suggestions for
improvement where applicable.

 16

ConceptMap

 17

LessonPlans

Week1

LessonPlanSummary-Equations
Name:MasonCox&JoniEverett
Benchmark
Title/OpeningQuestion:
Givinganequation,whatarethemainpropertiesinordertosolvewhatisunknown?
Objectives(SWBAT)
Studentswillbeabletoidentifyandsolveequationsaccuratelywiththetoolsgiven.
InstructionalComponents:
Engage
Usingabalancescale,with51lbblocksononesideand101/2lbtrianglesonthe
other.Howcanwewriteoutandsolvefortherelationoftheblocksandtriangles?
Explore
Allowthestudentstowriteouttheproblemandsolvefortherelationsindividually.
Haveanopendiscussionofhowstudentswroteandsolvedtheequation/relations.
Discussdefinitionofvariablesinordertowriteequations.
Explain
WhatwouldhappenifIadded3poundsononeside?
Openly,studentswillanswerthequestionandexplainhowwehavetoaddanother3
poundsontheothersideinordertokeepthebalancescaleatequilibrium.
Discusshowthenewmaterialsonthescalechangestheequationandhowaddition
andsubtractioncomesbeforemultiplicationanddivision.
Elaborate
Handoutworksheetstostudentswithimagesofdifferentvaryingweights.
Studentswillwriteequationsandsolveforgivenvariables.
 18

Evaluate(formative)
Kahootgamewithequations

LessonPlanSummary-RatiosandProportions
Name:JoniEverettandMasonCox
BenchmarkLesson
Title/OpeningQuestion:
Whichmaterialandcompanyshouldweuseforthesidewalk?
Objectives(SWBAT)
Theconceptforthislessonistohavestudentsbeabletocreateratiosingiven
situationsandcompareforthebestresult.Thestudentswillbeabletocompare
ratiosfromdifferentsituations.
InstructionalComponents:
Engage
StudentswillbeusingiPadswithintheirgrouptoresearchdifferent
companies/materialsneededforconstructingsidewalks.
Duration:45minutes
Explore
Holdaclassdiscussion.Askhowcanwecomparethepricesbasedontheirdifferent
qualities?Introduceratios,comparingmaterialbasedonpay,measurements,etc.
Workandexplainafewexamplesofratiosweseeinoureverydaylives.
Explain
Studentswillbeworkingonaworksheetwithintheirgroups.Teachersobservethe
classforanyquestionsormisunderstandings.
Elaborate
Studentswilldiscussaloudtheresultsfromtheworksheet.Thiswillallowthe
studentstocompareandbuildfromanymistakesmade.

 19

Evaluate(formative)
ResourceRequirements:
iPads,handouts
Assessment(s):(Summative)
Thestudentswillopenlydiscussthedifferentpricesofthecompanies/materialsthat
canbeusedforconstructingsidewalks.Thecompanythatisthebestofferisthe
focusedcompany.

Week2

LessonPlanSummary-MappingScales
Name:JoniEverettandMasonCox
InquiryLesson
Title/OpeningQuestion:
ScaleModels
Objectives(SWBAT)
Bytheendofthislessonthestudentswillbeabletounderstandscalemodelsand
maps.
InstructionalComponents:
Engage
Holdadiscussionwiththestudents.Askthemwhattheynoticedfromthefieldtripto
UALittleRock.Howdidtheyfeelaboutthesidewalks?Whatdoyouthinkitlookslike
fromanoverheadview?
Duration:5minutes
Explore
AllowthestudentstogetonGoogleEarthtolookatUALittleRock.Haveeachgroup
findtheirsectionofthecampus.Letthemplayaroundalittletogetusedtothe
software.Bemindfulofwheretheygo.Makesuretheystayonthecampus.
Duration:10-15minutes

 20

Explain
AskthestudentswhatisdifferentabouttheGoogleEarthcampusandtheactual
campus?HavethemcometotheconclusionthatGoogleEarthismuchsmaller.
Explaintothemthatitisascalemodel.
Duration:5-10minutes
Elaborate
Takethemoutside.Havethemmeasureaportionofthemiddleschoolcampus.Give
eachgroupadifferentsmallsectiontomeasureandmap.Onceeverythingis
measured,takethemallbackinside.Havethemstartcreatingtheirownscalemodel
ofthesection.Helpthemifneeded.Iftimeallows,haveeachgrouppresenttheir
map.
Duration:50minutes
Evaluate(formative)
Thecommunicationbetweenthegroupmembers.
ResourceRequirements:
Graphingpaper
Assessment(s):(Summative)
Thefinalmapeachgroupcreates.

Week3

LessonPlanSummary-SIUnits
Name:JoniEverettandMasonCox
Inquiry/BenchmarkLesson
Title/OpeningQuestion:
SIUnitsandhowtoconvertthem.
Objectives(SWBAT)
ThestudentswillbeabletounderstandtheuseofSIunitsandhowtoconvertthem
tounitsweuseonadailybasis.
 21

InstructionalComponents:
Engage
Havestudentswritedownallmeasurementunitstheycanthinkof.Afteraboutfive
minuteshavethemdiscussattheirtableandcomparetheirlists.Whentheyfinish
discussing,havethegroupshareoutacouplemeasurementstheycameupwith.
Writeafewontheboard.
Explore
Havecutoutsofeachunittogivetothestudents.Askthemtosortthecutoutshow
theyseefit.After,discussdifferentwaysgroupssortedtheunits.Whenthestudents
finish,writeatableontheboardwithlengthandweight.Havethestudentscallout
answers.
Explain
LectureoverSIunits.Showthestudentshowtousethemandhowtoconvertfrom
unitsweusedaily.
Elaborate
Givethestudentsthehandoutwiththemetricpyramid.Havethemcutitoutandput
ittogether.Givethemaworksheettoworkwithintheirgroupusingthepyramid.
Fortheseconddaygiveeachstudentanindexcard.Instructthatoneachsidethey
needtowritedowntheheight,pointerfinger,andshoelengthoftwodifferent
peopleoutsideofyourgroup.TellthemtouseSIunitsonly!Whentheyhaveallsat
down,instructthemtoconverttheirmeasurementsintoadifferentoneoftheir
choosing.Alittlereviewfromthedaybeforemightbeneededforconverting.
Evaluate(formative)
Thediscussionswithintheclassroom.
ResourceRequirements:
NationalInstituteofStandardsandTechnologymetricpyramid
Assessment(s):(Summative)
Finalevaluationwillbetheworksheetwhichtheyhandbackfromtheelaborate
portion.
 22

Afterseconddaygiveanexitticket

LessonPlanSummary-VolumeandArea
Name:JoniEverettandMasonCox
BenchmarkLesson
Title/OpeningQuestion:
Findingvolumeandareawithdifferentshapes.
Objectives(SWBAT)
Forthestudentstoknowthedifferencebetweenvolumeandarea.Alsounderstand
howeachisfoundfordifferentshapes.
InstructionalComponents:
Engage
Whenthestudentsgetsettleddown,beginwithhavingacoupleof3Dshapesatthe
frontoftheroomthatyoucandisplayintonets.Askthestudentsquestionslike
Fromyourperspective,whatisthisandpointtoasideofthebox.Youwanttoget
themtosaythefrontvieworwhereveryoumaybepointing.Thenaskthemwhat
theythinkthenetwillbe.Haveastudentdrawitontheboard.
Explore
Givethestudentsconnectingcubes.Tellthestudentstomakeasquarewithanarea
of24.Havethemshareouttheiranswers.Ifthereareanydifferentaskwhydothey
thinkthatis.Nowhavethemmakea3squareswiththeareaof9.Onceeveryone
finishes,havethemstackeachsquareontopoftheother.Askthemwhatthisshape
is.Havethemfindthevolume.
Explain
Beforethelecturestarts,havethestudentscreateafoldabletotakenoteson.Have
alectureovervolumesandareasofdifferentshapes.
Elaborate
Haveeachgroupcreatea3Dshape.Theywillpassittoanothertablewhichwillthen
havetofigureoutthevolumeofthatshape
 23

Evaluate(formative)
Iftimeallows,asktheclasswhatthesummaryoftodayslessonwas.EndwithHow
canwefindthevolumeandareaofafreeformshape?
ResourceRequirements:
Assessment(s):(Summative)

LessonPlanSummary-VolumeandArea
Name:JoniEverettandMasonCox
InquiryLesson
Title/OpeningQuestion:
Howcanwemeasuretheamountofspaceanobjecttakesup?
Objectives(SWBAT)
Studentswillworkinpairsinordertomeasureitemsoutsideoftheclassroomto
estimateitsvolumeandarea.
InstructionalComponents:
Engage
Howcanweestimatevolumeandareafromfreeformedshapes?Todaywearegoing
tohaveclassoutsideandobservefirsthand.
Explore
Studentswillbepairedintogroupsandeachpairwillbegivenaruler,2ftofstring
andamarker.
Explaintothestudentstheywillmeasurematerialsoutside,mustrecordtheir
findingsandrulesforparticipation.Studentswillbeworkingtogethertofind
differentmeasurements,suchas:height,width,length,circumference.
Explain
Havegroupdiscussionsregardingtheirfindings.Havestudentscalculateestimate
areaandvolumewiththemeasurementstheyhave.Oncestudentscalculatetheir
estimatemeasurements,haveanopenclassdiscussionoftheircalculations.

 24

Elaborate
Howcouldweconvertourcalculationstocentimeters?Allowstudentstodiscussand
convertwithintheirgroups.Haveanopendiscussionregardingtheprocessin
changingunitofmeasurementsforareaandvolume.
Evaluate(formative)
ResourceRequirements:
String,scissors,rulers,markers
Assessment(s):(Summative)
Allowstudentstolistthreethingstheylearned,2thingstheydidnotunderstandand
1thingtheywanttolearn.

Week4

LessonPlanSummary-SimilaritiesandShapes
Name:JoniEverettandMasonCox
InquiryLesson
Title/OpeningQuestion:
Whatarethedifferencesbetweencongruentandsimilarshapes?
Objectives(SWBAT)
Thestudentswillbeabletodeterminethedifferencebetweencongruentandsimilar
shapes.Theywillalsobeabletogroupdifferentshapesintoeachcategory.
InstructionalComponents:
Engage
Atthebeginningofthelesson,holduptwoobjectsthataresimilarsuchasa
basketballandatennisball.Askthestudentswhattheyhaveincommon.Whenthey
gettoanappropriateanswer,tellthemthatthesetwoobjectsaresimilar.Writethe
definitionofsimilarontheboard.Thenholduptwoofthesameshapesuchastwo
pingpongballs.Havethestudentsdeterminewhytheyarethesame.Oncethey
 25

answer,explainthattheyarecongruentshapes.Thenwritethedefinitionof
congruentontheboard.
Explore
Groupthestudentstogether.Havethemdiscussintheirgroupwhycongruentshapes
canbesimilarbutsimilarshapescantbecongruent.Oncethediscussionisover,pass
thehandoutstoeachgroup.Havethemcutouttheirshapesandgroupthemby
similarity.Oncethatisdone,groupthembycongruency.
Explain
Haveambassadorsfromeachgroupstayatthetabletoexplainwhytheydidtheir
groupingwiththeirshapes.
Elaborate
Howcanweusethiswiththesidewalkproject?Holdadiscussionwiththestudents
aboutthesimilarityandcongruencyofthesidewalksonUALittleRockcampusand
theirmap.Bringupmapscalersandhowthiscorrelates.
Evaluate(formative)
Payattentiontotheirdiscussions.Lookatthewaytheygroupthings.
ResourceRequirements:
Adaptedfrom:CongruentandSimilarFigures
Assessment(s):(Summative)
Attheendofthelessondoa321toassesswhattheyhaveorhavenotlearned.

Week5

LessonPlanSummary-GoogleSketchUp
Name:JoniEverettandMasonCox
BenchmarkLesson
Title/OpeningQuestion:
HowcanweuseGoogleSketchUpforourfinalproject?

 26

Objectives(SWBAT)
ThestudentswillbeabletonavigatearoundGoogleSketchUpeffectively.Theycan
dothebasicoperationstocreateasidewalk.
InstructionalComponents:
Engage
Showthisvideo.
Explore
Showthemontheprojectorhowtodosomeofthebasics.
Explain
HaveeachgroupdiscusswhatotherthingstheycouldcreateonSketchUp.
Elaborate
LeteachgrouppickonesimplethingtodoonSketchUp.Havethegroupcreateit
together.
Evaluate(formative)
HearingthestudentsdiscussionaboutSketchUp.
ResourceRequirements:
GoogleSketchUp
Assessment(s):(Summative)
Thesummativeassessmentwouldbethefinalthingthestudentscreateintheir
groups.

 27

Resources
Rationalesources:
HAN,S.,ROSLI,R.r.,CAPRARO,M.M.,&CAPRARO,R.M.(2016).TheEffectof
Science,Technology,EngineeringandMathematics(STEM)ProjectBased
Learning(PBL)onStudents'AchievementinFourMathematicsTopics.Journal
OfTurkishScienceEducation(TUSED),133-30.doi:10.12973/tused.10168a
Hugerat,M.m.(2016).Howteachingscienceusingproject-basedlearningstrategies
affectstheclassroomlearningenvironment.LearningEnvironmentsResearch,
19(3),383-395.doi:10.1007/s10984-016-9212-y
VideosfromAnchorVideo:
https://www.youtube.com/watch?v=Ys-661oLevE&t=17s
https://www.youtube.com/watch?v=Ys-661oLevE&t=17s
https://www.youtube.com/watch?v=HfAITCimtQE
NISTMetricPyramid:
https://www.nist.gov/sites/default/files/documents/pml/wmd/metric/nist-lc-1140-
metric-pyramid-2002.pdf
Lesson-SimilaritiesandShapes:http://alex.state.al.us/lesson_view.php?id=21195
SubstituteActivities:
http://phenomena.nationalgeographic.com/2015/03/02/we-are-instant-number-crun
chers/
http://www.educationworld.com/a_lesson/00-2/lp2118.shtml