Name Shawanna Roper

Lesson Plan Title / Date Comparing Fuel Economy February 19, 2015
http://alex.state.al.us/lesson_view.php?id=23976
Stage 1 Desired Results
Established Goals (Include ACOS standards in this section):

MA2013(4)

3. Solve multistep word problems posed with whole numbers

and having whole-number answers using the four operations,
including problems in which remainders must be interpreted.
Represent these problems using equations with a letter
standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and
estimation strategies including rounding. [4-OA3]

MA2013(7)

1. Compute unit rates associated with ratios of fractions,

including ratios of lengths, areas, and other quantities
measured in like or different units. [7-RP1]

MA2013(7)

2. Recognize and represent proportional relationships

between quantities. [7-RP2]

Understandings (Students will understand that ):

Using ratios and proportionality will help them solve percent problems, such as interest, taxes, tips, and
discounts.
Essential Knowledge (Students will know ):
Comparing, scaling, rate, fractions, ratios, length, area, quantities, proportional, economy, numbers

Essential Skills (Students will be able to ):

Define-comparing, scaling, rate, fractions, ratios, length, area, quantities, proportional, economy,
numbers
Predict-which care is more fuel efficient on the highway.
Estimate-how many gallons of gas it will take to drive round trip to their destination.
Measure-how much mile to the gallon their vehicle will get.

Essential Question(s):
How much can my parents car get per gallon?
How can this concept apply to other things in the real world?

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Name Shawanna Roper

Lesson Plan Title / Date Comparing Fuel Economy February 19, 2015

What are other ways that you can solve problems with your car using mathematics?

Stage 2 Assessment Evidence

Performance Task(s):
Gas companies have hired race car drivers to prove which brand of gas gives the best miles per gallon.
The students will be a race car driver and will be given the same car but different fuel from each company.
The students are to observe how many laps they can drive before they have to stop for gas. Finally, the
students will record their data and send to the Gas Company, Inc.
Other Evidence:
I will use the project to check for fully understanding and check the problems for accuracy. This
assessment will be on a transparent on the overhead for initial understandings. Then, we will take it one
step at a time for understanding. I will use the presentation to show the accuracy of how they understand
the lesson.

Stage 3 Learning Plan (Include approximate time for each activity in the learning
plan)

Materials needed for the lesson:

You will need transparencies (attached). These can also be used as slides in a PowerPoint.
You will need an overhead projector (ELMO or LCD projector, if available) and a computer with
Internet access.
Pencil
Paper
Bell ringer (if one is used):
I will provide three warm up problems on the board that is a review of long division problems. The first
two will be using one digit long division. The third problem will be bonus and consist of using two-digit
long division.
Review of relevant, previously learned information:
First, we will review over one digit long division. Then, we will review over two-digit long division.
Finally, we will review how to go from percent to decimal and vice-versa.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Name Shawanna Roper

Lesson Plan Title / Date Comparing Fuel Economy February 19, 2015

Introductory Activity:
Put the rates transparency on the overhead (see attachment). Ask the students to read each statement and
to interpret each statement. Ask students what is being compared? Are the quantities the same kinds of
measures (or counts) or are they different? Tell the students that each statement on the transparency
compares two different things. Let the students identify the two things in each statement. Tell the students
that these are called rates because they tell us the rate at which something happened. (15 minutes, 15
minutes)

Body of the lesson:

(Note: In order to do the performance tab, I will have to change the lesson plan)

(This is where the students will be doing the performance task. The students will be given a race car and
a type of gas from a company (Shell, Chevron, etc.). (5 minutes, 20 minutes)

The students will use this information to form an analysis of how long the car can travel with the amount
of gas in their car. (15 minutes, 35 minutes)

The students will test their theory on the racetrack, and the student that passes the finish line without
running out of gas will show at which times the drivers should stop to get gas. (15 minutes, 50 minutes)

*(Note: The next three bullets will be cancelled for the sake of the performance task and used for another
date)

{Now discuss with the students how a rate can be scaled up or down to find an equivalent rate. Read this
problem: My brand new car gets 30 miles to the gallon in the city. How much gas will my car use if I
drive it 240 miles in the city? Place methods transparency on overhead and discuss the two possible ways
listed on the overhead. Ask the question: Which way did you think was best? Why? Can you think of
another way of finding this rate? (10 minutes, 25 minutes)

Put the students into groups and give them a sheet with the following questions to go over. What
experiences with cars and traveling do you have? Do you know any drivers who worry about gas
mileage? (15 minutes, 40 minutes)

After they are finished, they will share their answers to the class. Then, I will put the story of Johnny and
Fred on the overhead. Read the story aloud and direct the students to the table above. Tell them the table
shows where Johnny and Fred live. It also shows the route they will take to visit their mom and dad. Point
out the distances between cities and how this could be very important later in who wins the competition.
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Name Shawanna Roper

Lesson Plan Title / Date Comparing Fuel Economy February 19, 2015

Pose the question: "Which car is more fuel efficient on the highway?" Have students work in pairs on the
problem. If some are struggling redirect those to the question/problem in step #2. It's the same kind of
problem. Remind students that you are interested in explanations and why they think their answers are
correct. (10 minutes, 50 minutes)}

Have students report their answers and share their thought process while solving the problem. In any
solution, students should take into account two quantities: gallons used and miles traveled. The ratio of
total miles to total gallons is typically used to report fuel efficiency and commonly represented as miles
per gallon. Some students may compute gallons per mile and make perfectly good sense out of these rates.
Miles per gallon is more common, but gallons per mile (gpm) are fine as long as students can explain
what rate they have computed and what it means. (10 minutes, 60 minutes)
Preview of the next lesson:
The students will make class presentations to share their results of their vehicle. Allow small group
discussions using the following questions: How does the rising fuel cost affect our economy? What do
you think about fuel shortages? Identify any changes in your lifestyle that have occurred due to the rise in
fuel cost.
Related out of class assignment:
For homework, students will be given a certain vehicle and a destination. They will be given a vehicle and
what kind of fuel economy it gets. (For example: 2006 F-150 Super Crew gets 18 miles to the gallon on
the highway.) Using the cars estimated miles per gallon, the student must find how many gallons of gas it
will take to drive round trip to their destination. They will need to calculate how much they will spend in
fuel cost with the price of gas being $3.95 per gallon. Example: A student is given a slip of paper with the
statement: You have a 2008 Chevy Tahoe and you are going to visit your aunt in Seattle, Washington.
How much fuel will be needed to travel there and back? If gas is $3.95 per gallon, what will be the cost of
fuel for your trip?
Description of co-teaching strategy used in this lesson. If co-teaching was part of this lesson,
describe: co-teaching model used, how and why this particular strategy was employed, role (lead
teacher/secondary teacher), and details of the implementation of the co-teaching model.
Parallel Teaching- I would separate the students based on their style of learning (visual, auditory). Then, I
would distribute evenly the bodily-kinesthetic learners to each group. One teacher will use more visual
ways to show the students the directions. The other student will use words and gestures to show the
students how to do the lesson.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Name Shawanna Roper

Lesson Plan Title / Date Comparing Fuel Economy February 19, 2015

Reflect
I liked how the lesson was written out. It is very easy to go by. On the other hand, I thought it was
too much to go over in one day. I felt like the students will not retain any of it. Instead of making them do
the project in class, I moved it into a take home project. Also, this lesson was very teacher driven. I
changed it in some places that let the students be able to reflect in groups and answer the questions in a
group with their peers. This will help the students to be able to communicate with each other and find
ways to understand the concept of the lesson.
I liked how they broke they lesson into steps. This will help you see which part the students are struggling
with. So, instead of going thru all of the points at one time, they took it step by step to keep down
confusion. They also used this way to assess the students. I will use the students project to measure how
much they will understand.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004