Engagement

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

Exploration

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

I will discuss the restrictions on building stairs in a business building.
Then I will split the class into groups of four.
Give examples of different stair cases in well known buildings, then demonstrate how to figure slopes of these staircases.

How will you make your stairs pass inspection for your project?

How does slope relate to staircases?

Explanation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

I will walk the students through an example on the board of how to measure stairs throughout the school.
Each group will have to go to a different staircase in the school.

What are the building standards for stairs.
      Stairs can have a max of 7¾” height and minimum of 10” width.
What would the slope be for these minimum standards in centimeters?
What would the slope be if a stair was 20 inches wide?

Could need verification of whether or not the change in x and change in y is width or height.
What is the conversion into centimeters?

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

Each group of students will be released to measure their stairs.
After measuring they will need to come back and determine whether or not their stairs meet standards.
The students will also need to measure the full height of the staircase.

Do the stairs in our school meet building standards?

What time do they need to return to class?
Do they measure to the back of the step, or to where the step above shadows over.

Evaluation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

Have the students turn in their measurements and report if their staircase met building standards.
This is what can be used for the grade.

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