Blueprinting

Name: L. Nicole Williams

Title of Lesson: Blueprinting

Date of Lesson:

Length of Lesson: 1-2 class days (50 min each day)

Description of Class: Geometry (honors or regulars)

TEKS addressed:

111.34. a.2 Geometric thinking and spatial reasoning. Spatial reasoning plays a critical role in geometry; shapes and figures provide powerful ways to represent mathematical situations and to express generalizations about space and spatial relationships. Students use geometric thinking to understand mathematical concepts and the relationships among them.

111.34.a.4 The relationship between geometry, other mathematics, and other disciplines. Geometry can be used to model and represent many mathematical and real-world situations. Students perceive the connection between geometry and the real and mathematical worlds and use geometric ideas, relationships, and properties to solve problems.

111.34.c.4The relationship between geometry, other mathematics, and other disciplines. Geometry can be used to model and represent many mathematical and real-world situations. Students perceive the connection between geometry and the real and mathematical worlds and use geometric ideas, relationships, and properties to solve problems.

111.34.f.2The student uses ratios to solve problems involving similar figures.

The Lesson:

I. Overview

Students will begin blueprinting Olympic stadiums to scale. They will refresh their memory of similarity and scale factors.

II. Performance or learner outcomes

-students will be able to create a blueprint of stadium.

-students will be able to draw a similar figure of an object (especially a circle).

-students will be able to determine the actual size of a building by looking at a blueprint.

III. Resources, materials and supplies needed

-tape measure (one for each group)

-graph paper

-compasses (one for each group)

IV. Supplementary materials, handouts

Five-E Organization

Teacher Does

Student Does

Engage: In five weeks, you are all going to present your ideas of the best Olympic venue. How do you think you will present your ideas? Ok, you have seen an example a couple of days ago of some 3-D models. During the course of the next five weeks you will be designing just as much on the inside of the building as the outside, if not more. Do you think a 3-D model is the best way to present all of this information? How do you plan to demonstrate your ideas? What will you use to show what you have done? You can use more than one thing. Actually, to demonstrate everything you have done, it is necessary to do so. What might you call these drawings that you are talking about? Blueprints! This project is going to require you to be an architect and blueprints are huge tool in the architecture world.

Expected Student Response: Models (Some may say yes, some may say no) Drawings, pictures, and 3-D models

Evaluate

This is a point in which I hope to be getting the students interested in the day’s work. I just want to get their minds expanding.

Explore: What are some characteristics of a blueprint? What does it mean to be “to scale”? -similar How would you know exactly how big the building should be? You have all divided your land into sections for different stadiums. Within your group you are to take each section and begin creating the blueprint for that stadium. You will be working with these blueprints for the next several weeks, so remember to take your time. The only thing you need to do for each stadium is to draw the exterior of the building (the outline), and label where your doors are going to be. Remember: Our theme is circles and all buildings are the shape of circles.

Expected Student Response: To scale, on paper, drawings, etc. etc Same shape, different size. Label the lengths, scale factors, etc

Evaluate

At this point I will be assessing whether the students remember similarity. Similarity is a topic taught in the elementary school as well as again in pre-algebra. However I am aware that some students may need some extra help. If most students need help we will go over it as a class.

Explain: How is everyone doing? Is there any trouble that you are encountering? So Let’s say we are trying to be cost efficient, curved doors really do not fit into our budget. How do you propose with fix this problem? What would this flat portion of the circle be called in technical geometry terms? What piece of information do you need to draw your doors to scale? Let one person for each group go down the hall with me and measure the exit/entrance door to the school.

Expected Student Response: Ok Doors aren’t curved. How large is a door? Make the portion of the circle flat, even though the building will not be perfectly circle. Chord. How big real doors are.

Evaluate

The class will have already gone over some basic circle lessons, so hopefully they should be able to answer these questions. The teacher should make sure everyone is trying to answer questions and not just one student.

Extend / Elaborate: Questions: Now add what you now know to each blueprints. If you have time you may want to sketch in where your actual competition area is within each blueprint. Make sure to add your scale factor at the side. When you have completed the first blueprint, allow another group to determine how large the actual building is. If they cannot do so, then your blueprint may need some revision to be clear. Do this after the first one, so that you do not have to correct every blueprint.

Students will continue to finish their blueprints.

Evaluate

Students will turn in their blue prints at the end of class.