Teacher: Alyssa TeKolste School: Campus Middle School Content Area: Mathematics Unit Title: Ratios and Proportional

Reasoning

Date: Tues. February 26, 2013 Grade Level: 7th Grade Course Title: Math 7 Lesson #: 8 of 10

Content Standards addressed by this lesson: 7.RP.2 Recognize and represent proportional relationships between quantities 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems MP1 Make sense of problems and persevere in solving them MP4 Model with mathematics MP5 Use appropriate tools strategically MP8 Look for and express regularity in repeated reasoning Inquiry Questions: How could we use similar figures and proportions to find the height of the Statue of Liberty? Evidence Outcomes: Every student will be able to: Model a real-world situation using similar figures Set-up a proportion to compare similar figures Assessment of Evidence Outcomes: Revise Practice 5.5 homework assignment Materials Needed: Ruler for each student Piece of scrap paper for each student Computer Document Camera Agenda for Board: Homework Review Is the Statue of Libertys Nose too long? Homework Procedure: Homework Check:

Read answers to homework questions 1-11 out loud. Have students record the correct answer in a pen on their assignment. Provide them with time to correct their homework assignment in this same pen on their assignment. Inform students that you will discuss questions 12 and 13 later on. Is the Statue of Libertys Nose Too Long? Guide students through NCTMs Math Challenge #61: http://www.figurethis.org/challenges/c61/challenge.htm Project the website so students can visually read about and see the task at hand. Have students write down an initial hypothesis about whether or not the Statue of Libertys Nose is too long. Have students brainstorm a way to answer this question. Lead their answers towards a common answer of comparing the Statue to a similar figure. Have students brainstorm a figure that could be considered similar to the State of Liberty and is accessible to us at this time. Guide student answers towards the consensus of using ourselves as a similar figure. Click on Getting Started and have student read directions out loud. At this time, pass out a ruler to each student. Remind them to use the ruler only as a measuring tool. Demonstrate for them how to safely measure the length of the bridge of your nose, and how to measure the length of your arm. After giving instructions, allow students to begin measuring the lengths of their nose and arm. Remind them to write down this information. Walk around and offer assistance to students who are having difficulty. Allow students to talk with a partner about how they could use the information they just gathered to answer our inquiry question. Ask for them to share their ideas with the class. Have students guide you through setting up a proportion to answer our inquiry question. Provide students time to set up a similar proportion using their measurements. Once all students have solved for the hypothetical length of the Statue of Libertys nose, project the Answer page of Challenge #61. Have students compare the actual length of the Statue of Libertys nose to the hypothetical length that they previously calculated. Ask students one at a time whether the Statue of Libertys nose is too long. Record their responses in tally marks on the front board. According to this activity, her nose is actually too short in proportion to her arm length. If students did not come to this same conclusion, have a brief discussion

about what factors could have affected the difference in this answer (ie: error in measurements). Also discuss why the architect of the State of Liberty may have purposely not made her nose proportional to the rest of her body. Demonstrate this same problem by drawing a diagram on the front board. Use similar triangles to set up and solve this Challenge. Have students guide you through the placement of the given measurements. Intentionally use vocabulary terms such as similar and corresponding. Homework Correct problem 12 and 13 on Practice 5.5