Mandy Martin 7th Grade proportions Mathematics Proportions The Mathematical Goal(s)/Learning Objectives

November 28, 2012

(1) Analyze proportional relationships and use them to solve real-world and mathematical problems. Common Core Math Standards (CCSSM) (1) Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships. NCTM: In the middle grades, students should have frequent and diverse experiences with mathematics reasoning as they

examine patterns and structures to detect regularities; formulate generalizations and conjectures about observed regularities; evaluate conjectures; construct and evaluate mathematical arguments.

Students should discuss their reasoning on a regular basis with the teacher and with one another, explaining the basis for their conjectures and the rationale for their mathematical assertions. Through these experiences, students should become more proficient in using inductive and deductive reasoning appropriately.

Instructional Materials/Resources Rulers Data sheets (attached) Pencils Cards

Grouping of Students for Instruction: Students will work in pairs helping their partners to measure the given body parts for scaling. Assessment Notes I will be walking around helping the students to measure properly, noting what their scale factors are and that they keep their body parts in proportion to their newly scaled bodies. They will be given a data sheet (attached) with reflections on the reverse side, this will help assessing student ideas on proportions and scale factors. State the Key Math Concepts (Big Ideas of Mathematics) of the lesson (1) A proportion is a relationship between relationships (2) There are several techniques for solving proportions (3) Scale drawings involve similar figures, and corresponding parts of similar figures are proportional. (4) A scale factor is a number used as a multiplier in scaling. Description of Lesson: A. The Engage Activities (Before): This lesson will be Alice in Wonderland themed. The students will be working with scaling their bodies up or down by any fraction or whole they choose, while keeping their body parts in proportion to their originals. I will introduce the lesson by asking the student if they have seen or read Alice in Wonderland, or if they just plain know the story. Assuming some will say yes and the random few will say no I will then ask what happened when Alice drank the vial labeled drink me, the response should be she shrank now ask about when she eats the cake labeled eat me the response should be she grew. At this point I will have the students draw from a bag with papers that say either, drink me or eat me. While this is occurring continue to tell the students they will be going down the rabbit hole with Alice, depending on what they drew from the bag the will either scale their bodies up or down to any size they choose. Ask: What happens when you scale something down? up? What is a scale factor I dont believe the students have been introduced to the term scale factor before, this will introduce them into what it might possibly be, giving them a chance to think independently about it. If some students know, expand on their definition. If the

student do not know use examples of Alice, how she scaled her body down to fit into the door. At this point proportion becomes very important. Were all Alices body parts in proportion to her original form? This will spark a discussion about proportion and scaling. In closing the engage activity hand how the data sheets and set to measure each other. B. The Explore Phase: 1. Description of the task (or problem to be solved). (2 points) Data sheets (attached): Student will be asked to measure their partner in inches. There are a number of body parts listed to give them an accurate representation of what their miniature or larger self will look like. This explore phase will let them see that when they use their scale factor, each of their body parts remains in proportion to the original size. Depending on what paper they chose, each student picks a scale factor to either divide or multiply themselves by. Reflection (attached): after completing the measure and scale portion of the activity the students will flip their page and be asked a series of reflection questions pertaining to the relationship of proportions and scale factors. There will be additional questions for extension and homework on this page. 2. Questions: 1. What is a scale factor? 2. How does a scale factor and proportion work together? 3. What happens when we scale each body part? a. Does the scaled version remain in proportion to the original? 4. Why is it important to keep in proportion when scaling up or down? 5. Can I scale one body part with a different factor than I scale the other body parts? a. If I do, does the body remain in proportion to the original? Hint: 1. When Alice shrunk did all her body parts scale with the same factor? a. Was her nose twice the original size and her arm the original size? b. Would she have been able to fit through the door? 2. What are you multiplying by? Scale factor 3. What are you dividing by? Scale factor

3. Extension activities or questions: For the students that complete this activity more quickly than others they will be q prompted with: Pick a desired height, find the scale factor to reach that height and then scale the rest of their body with the factor.

Have the students explore the idea of the perfect person. The perfect proportions for a person include being four of your own heads tall, which the average proportion is 7.5. What are you? Is your head in proportion to your body as the perfect person or the ideal? There are additional extension questions on the attached reflection page. Do the reciprocal of their scale factor (i.e. scaled up by 3, scale down by 3) Proportional Rummy: o Two or more players, need a piece of paper with empty fraction bars: _______ _______ = and a score sheet. Each player is dealt 4 cards, each turn they draw (from either the deck or the discard) and discard, the name of the game is to be able to make fractional proportions, a point is given for every proportion.

C. The Explain/Closure Phase 1. Student Sharing: a. Partners Student will be working with a partner so they will get to discuss their methods there. b. After measuring and scaling the students will be directed to the reflection questions. After finishing the first three we will discuss the questions as a class. 2. Student Explanations (2 points): The reflections are specifically worded to get the students thinking about the relationship between proportion and scale, this will get them thinking individually then we will come together as a group. 1. What do proportion and scale factor have to do with each other? 2. How does scaling relate to proportion? 3. Is your miniature (enlarged) self similar to your original measurements? 4. How do you know that two things are proportionate? Three Modes of Representation The three modes of representation are: Mike is 63 inches tall, with a scale factor of how tall (in inches) is his scaled self? 63 * = ___ inches or 63 2 = ___ inches Drawing a rough sketch of the original and scaled self. Questioning 1. What is a scale factor? 2. How does a scale factor and proportion work together? 3. What happens when we scale each body part?

a. Does the scaled version remain proportionate to the original? 4. Why is it important to keep the new figure proportional to the original when scaling up or down? 5. Can I scale one body part with a different factor than I scale the other body parts? a. If I do, does the body remain in proportion to the original?

Some of the wording was a bit too much or not enough.

Adaptations & Accommodation I feel like the biggest problem will be feeling self-conscious, the measuring might make the students judge themselves in comparison to the other students. A student who is a recent immigrant to the US with limited fluency in English. -Draw pictures to represent a scale factor (a stick figure enlarged by 2 and divided by 2) -Give lots of examples of scaling and what it means to be proportionate -Maybe use triangles and other shapes to show what proportionate figures look like, or maps, houses, floor plans, etc. A student with attention issues who is easily distracted, often leading to classroom disruptions. -This activity is very hands on and fun so that the students who have a hard time in the tradition desk based lesson get to be active and make hands on discoveries. If the student begins to get out of control (i.e. weaponizing the rulers or ditching his/her partner or just being plane disruptive) he/she will be asked to get back on task or can be separated from the group to measure his/her own measurements (with help from me if he/she can measure him/herself).

Reflection on teaching: Complete this section after you have taught your lesson in your practicum classroom. Describe: what worked well Once the students got rolling they really liked measuring and scaling, they also really liked the Alice in Wonderland introductions handing out the eat me and drink me papers really got them involved in the activity. What could be improved? I needed to make sure to have adequate rulers, as well as making sure the students were paired up so they could really work together. I spent a lot of time mediating and helping to measure. If the students were paired more comfortably I think things would have gone smoother. Challenges you encountered The students struggled with the idea of a scale factor. I needed to describe it a bit better and how it was used. Once they understood the concept they were very good at scaling both to shrink and enlarge.

What you would change if you taught this lesson again. I would introduce the idea of scale factor a bit more deeply. Maybe give them an introduction activity that allowed them to play with a map and using the scale factor to get them familiar with the idea. Also, bring more rulers.