| Am I Related to Myself? |
Grade:
Fourth |
Content Area:
Technology |
Time Frame:
Two lessons (45 minutes each) |
|
Unit/Lesson Overview:
This lesson is modeled after the Clarifying Lesson of the same name from the Mathamatics TEKS Toolkit.
Students use ratios to discover some nearly constant relationships between measurements of parts of the human body.
Students find and record pairs of measurements, determine the relationship between the pairs of measurements, and use fractions to describe the relationships between the measurements.
|
Student Standards (TEKS)
| for
explanation of a TEK, click on the TEK |
| Language Arts: |
|
| Math: |
4.7(A)
4.12(A)
4.2(B) |
| Social Studies: |
|
| Science: |
|
| Technology: |
N5
W1
W2 |
| Technology: |
W3
W5
|
| Additional TEKS: |
|
|
I Can....
...create a table of ordered pairs to show sets of measurements and their relationships to one another....predict and estimate one measurement based on the pattern shown.
|
Assessment(s):
Have students use appropriate mathematical language and symbols such as fractions to record in their mathematics journals the relationships they found.
Give students a set of ordered pairs of measurements in a table and have them use appropriate mathematical language and symbols such as fractions to describe the relationship represented by the ordered pairs.
: |
TAKS Objectives:
| Reading: |
|
| Writing: |
|
| Math: |
Obj: 1,2, and 6 |
| Social Studies: |
|
| Science: |
|
|
Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
|
Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
|
Supplementary Resources / Materials:
Creating a Table (File 1)Body Table Template (File 2)
File: creatingatable.doc
File: body_table.doc
|
Internet Links:
|
Accommodations:
To be determined by the teacher based on student needs. |
| Procedures |
Introductory Activity (Warm-Up):
Before beginning the lesson, have students create a simple table in Microsoft Word. Use data such as the number of wheels on a bicycle, or tricycle. One column would be the number of bicycles, and the other column would be the number of wheels. Discuss the relationship between the number of vehicles to the number of wheels. Talk about the patterns. The directions for making a table in Word are located in the Creating a Table document (File 1).(creatingatable.doc). |
Lesson:
Have each student use a measuring tape or string and a ruler to measure the distance around his or her head. Have each student also measure his or her own height.
Working in groups of four, they record their measurements on the word document. The group should then organize these two sets of information (head diameter and height) in a table to present to the rest of the class, along with two or three summarizing statements about the information in the table. Use the Body Table template provided (File 2) if your students need a guide for their table.
With the whole class, make a table comparing head measurements to height measurements. They can copy the table as you make it. From the information in the whole-class table, and after discussion of the summarizing statements made by the groups about the possible relationships illustrated in the table, students should try to predict an estimate of the distance around the teacher's head, given his or her height. They record their prediction on their word document where the tables are. Measure to check the prediction.
Have students work in their small groups to investigate other possible relationships between different body measurements (e.g., around head to around wrist, length of foot to length of forearm). Each relationship should be supported with a table of ordered pairs and summary statements.
|
Reteach:
To be determined by the classroom teacher based on student needs.
|
Extension:
Students can write an equation to describe the relationship they found in their table of ordered pairs.
Students can generate some stories about how knowing these relationships might be useful.
Students can graph the ordered pairs in their table on a coordinate grid to see what the relationship looks like.
Students can make collections of other sets of related information (e.g. grams of fat compared to calories of fat, length of phone call compared to cost of phone call) from magazines, newspapers, and world almanacs.
|
Guiding Questions:
What do the numbers in your ordered pairs represent?How does the table of ordered pairs help you look for a relationship? How can you use fractions to describe the relationship? Are you able to find an "exact" relationship between the members of the ordered pairs, or is it more of an "approximate" relationship? Why do you think this is? How many ordered pairs do you feel like you need to find before you can begin to look for a relationship?
|
Summary Questions:
What are the benefits of organizing the information in ordered pairs within a table? What relationships did you find? (For example, "The length around my head is 1/3 of my height.") What effect does the "approximate" nature of measurement have on your data and on the statements you make about the relationships you observe? What sets of data did you gather that did not seem to have a particular relationship? Why do you think there is not a relationship? Can you write an equation to describe the relationship in a summary statement made by you, or your group, or another group? Are there any other factors we might need to consider along with the statements of our relationships? For example, are these relationships true for humans of every age?
|
Reflection:
Do students understand how to make and use a table to post their observations using ordered pairs?
Did students see the relationships between the pairs of numbers?
|