Brief Description

Students will use the computer to keep track of the data and to write a report on a math problem they are given.

Standards and Frameworks

Technology Standards

• 3T-E2. Use a variety of technology tools for data collection and analysis
• 3T-E3. Publish and present information using technology tools
• 1T-E1. Communicate about technology using developmentally appropriate and accurate terminology
• 1T-E2. Demonstrate increasingly sophisticated operation of technology components

• 1M-E5.Represent and use numbers in equivalent forms (integers, fractions, percent, decimals, exponents, scientific notation and square roots)
• 2M-E1.Construct, read, analyze and interpret tables, charts, graphs and data plots (e.g., box-and-whisker, stem-and-leaf, and scatter plots)
• 5M-E1.Estimate, make and use measurements (U.S. customary and metric) to describe and make comparisons
• 5M-E2.Select and use appropriate units and tools to measure to the degree of accuracy required in a particular problem-solving situation
• 4M-E2.Apply geometric properties and relationships such as congruence, similarity, angle measure, parallelism and perpendicularity to real-world situations

Academic

• In their study of proportions, students will use math and technology skills to determine the size of the giant that has invaded our classroom.  Their knowledge will be evident in the final Excel and Word documents that they will create to demonstrate their abilities in mathematics and technology.

Affective: Students will work in groups to successfully analyze the size of our giant intruder.  While working, they will comfortably apply math skills to find the solution to the problem.  They will work together without confrontations!

• Students will use technology to learn about and solve problems.

• Students should have some experience with using word processing.  They will also use Excel – but need not have experience with it.

Giant hands, computer, pencil, paper, calculator, measuring tape

Accommodations for Special Needs

Students will be set into groups of 4 so that higher achieving students can help the others.  If time is a constraint, a second period will be given.

Procedures

To prepare for this activity, the teacher must trace his/her hand on the overhead projector and then onto a large piece of butcher paper.  Students will learn that the size of their hand is not perfectly in proportion to their height but it will be close for everyone in their group. They will use this information to solve the problem.

1. Anticipatory Set – Students will walk into class and see a giant hand on the floor.  They will definitely be disturbed by it and act accordingly.  Attention will be directed to the overhead where bell work will be.  We will get to the giant after the bell work!
2. The bell work will ask students to recall information from the previous day – there will be three problems:
• 1. Express the ratio 40 out of 60 questions in simplest form
• 2. Solve the proportion 7/6 = h/12
3. The students will share their ideas on this bell work and I will know for sure that they understand how to solve proportions before I give them the day’s assignment.
4. Guided practice – today, it is the class’ job to figure out the height of the giant that has invaded our classroom. They will do this by using proportions.
5. Modeling – If I wanted to find the height of a tree without climbing it, I would look at its shadow and figure the proportions out…  Maybe I could measure the trunk of a tree and see how it is in proportion with the shadow and height and then compare fractions to get the unknown height. You will have to use the giant’s hand to figure out his height.  Any supplies you need will be in this room.
6. Instructional input – Your group will work together to find the giant’s height.  You will use a word processing document to tell me in detail the steps you took to figure out this problem – include the math skills you used as well as which group members did what.  Finally, write a reflection explaining how you felt when faced with this problem and then how you felt once it was finished.
7. You will use Excel to make a data chart showing the math you used to solve the problem.
8. Independent practice – At this point, students should be finding the measurement of the giant’s wrist and fingers.  They should find the measurements of their group members’ wrists and fingers so they have a comparison to make.  Later they can find proportions between the wrist and fingers to height.  When they solved the problem, they will use the computer to write about their findings as well as to make a data chart.
9. When students are through, they will print their work out – one group member will be in charge of getting the work off the printer, they will turn it into the math basket and then work on homework.
10. Closure:  Students will share their plan for the assignment and the height that their group got for the giant.

The objective of this assignment was to use technology and proportions to demonstrate understanding in finding the height of a giant.  I will be looking at students’ work to see that they have measured correctly, created a word document, made a data table, and worked well together

Teacher Name: Niki Tilicki
Site: Wilson
Date Submitted: January 12, 2002