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# MaryAnn Molesky EDIT 610 Final Project

## Part II: Revised Lesson Plan

Lesson Title: Pre-Algebra – Scale Drawings and Models
Standards: 7.RP.3 Solve real-world and mathematical problems involving ratios and
percentages using proportional reasoning (e.g., multi-step dimensional
analysis, percent increase/decrease, tax).

7.GM.1 Determine the scale factor and translate between scale models and actual
measurements (e.g., lengths, area) of real-world objects and geometric
figures using proportional reasoning.

Technology Standard:

## 7.AP.3.1: Decompose a problem into smaller parts.

Lesson Objective: Students will calculate scale factor, and use scales to translate between
dimensions of scale drawings and models.

Warm-Up:
1. Watch the YouTube Video on Proportions and Scale Drawings independently.
2. Verso Submission – Log into Verso, and answer the prompt below. Make sure to write a
full paragraph of at least 3 or more complete sentences and use
proper punctuation in your post. When you are finished, respond to
at least 2 of your classmates. All responses should be courteous and
reference the content discussed in the initial post.

Prompt: Where in the real-world are scale drawings or models used? Provide at least
two examples, and explain the purpose of scale drawings/models.

Procedure:
Direction Instruction
1. Students will be take notes on scales and scale factors from the PPT presentation.
2. Students will participate in a class discussion and complete guided practice problems
found on the presentation.

## Blended Learning Rotations

Group 1: Digital Station – GeoGebra Simulation and Discovery Activities

three activities focus on proportional relationships, scales on maps, area scales, and real-
world scale factors. Students will submit these activities directly through GeoGebra

## Activity 1: Ratios – Scale and Proportions

Activity 2: Map Scales – Area
Activity 3: Real-World Application – Scaling the Mona Lisa
MaryAnn Molesky EDIT 610 Final Project

## Group 2: Collaboration Station – Blue Print Project

Group 2 will work collaboratively with partners to create a scale drawing blue print of a
house. They will need to follow specific guidelines illustrated in the handout, and use the
scale provided to accurately construct their blue print. Once they’ve sketched a two-
dimensional scale drawing, they will log onto www.floorplanner.com and build a 3D
model of their blue print, making sure to keep everything to scale. Students will also add
furnishings and decorations to their house, abiding by a given budget and other
requirements specified in the project instructions linked above.

Group 3: Independent Practice Station – Page 227, #1-8 in your Pre-Algebra Textbook

Group 3 will independently complete practice problems 1-8 on page 227 of their Pre-
Algebra Textbook in their math composition notebooks. If they do not finish, they
should complete these problems for homework. The answers to this assignment will be
checked for completion and accuracy the following day during warm-up.

Form posted as their exit slip. In this form, they will answer the following questions:

1. A map has a scale of 1 inch = 8 miles. Two towns are 3.25 inches apart on the map.
What is the actual distance between the two towns?

2. The length of a model of a bridge is 16 inches. The actual length of the bridge is 50 yds.
What is the scale of the model?

3. On a scale of 1-10, how well did you understand the lesson? Explain your response.

*Data will be analyzed from student responses to determine how well students understood
the content from the lesson in order to create small groups and offer remediation the next day
in class.

Homework: Complete page 227, #1-8 in your Pre-Algebra Textbook if you are not already
finished. Also, review your notes as needed.
MaryAnn Molesky EDIT 610 Final Project

Assessment: There are several assessments built into this lesson. First, students will receive a
low-level participation grade on their Verso post and responses. They will also
Forms exit slip. The Independent Practice assignment will be assessed for
completion and accuracy, and will be considered a mid-level classwork grade.
Students who have incomplete or incorrect work will be pulled the next day in
small groups for remediation during warm-up time to make corrections and
improve their grade. Finally, students will be assessed on their Blue Print activity,
which will be a high-level project grade. The rubric for this project is below.

## Rubric for Blue Print Project

MaryAnn Molesky EDIT 610 Final Project

## Before and After Reflection

The lesson I used was on scale and scale factors. I have used this lesson previously, but
had not integrated technology in the past, even though it lends itself to many fun and engaging
digital opportunities. To start the lesson, I had students complete a warm-up journal entry in
their composition notebooks. This lead to a pair-share discussion and a PPT presentation with
notes and guided practice problems. To end the lesson, students completed a hand-written exit
slip and homework problems from their textbook. The original lesson is rather bland and does
not utilized all the enhancements that technology now has to offer in the educational world.
My students get excited when they come into class and know that they will immediately
be immersed in technology. Knowing this, I had them begin the lesson by watching an
educational video on proportional relationships and scales. I followed this with a Verso post and
digital class discussion where each student is responsible for responding to at least two of their
peers. Students have already learned proper digital citizenship and know that they must be kind,
courteous, and only discuss the content from the original post.
My direct instruction is similar to the original lesson. Students will follow along with a
PPT presentation, however this time I will upload it to Google Classroom that way they can
choose to take notes directly on their digital copy of the presentation and save it to their Drive, or
by paper and pencil in their notebooks. Some students prefer using their Chromebooks for note-
taking while others like the traditional method, so this offers a sense of choice in their learning
which they appreciate. Students will also participate in a verbal class discussion about the
material and complete guided practice problems with help from the teacher and their side-
partners if needed.
In the revised lesson, my instruction will include blended learning stations. There will be
three rotations which will include digital content, collaboration, and independent practice. In the
digital content station, students will complete three GeoGebra simulation activities. These
activities use real-world application to incorporate hands-on, discovery learning and exercise
critical thinking skills. These activities help students become better independent learners and
practice perseverance. Students can access these activities and submit their work right from
The second blended station will consist of a collaborative activity with a digital creation
project. Students will work together to create a scale drawing of a blue print of their dream
house. Their drawing should follow the specific guidelines and scale measurements outlined in
the instructions. Each student will then construct a 3D model of their blueprint on
floorplanner.com. As an extension to this activity, students will also be asked to add furniture
and decorations to their house without going over the provided budget. This portion of the lesson
allows students to add their own diversity and creativity to their final product.
The last station is for independent practice. There is still something to be said about
traditional paper and pencil work. Students will complete several problems from the book to
assure that they understand the material in the form of standardized test questions. This is great
practice for their unit exam and SCReady test at the end of the year.
MaryAnn Molesky EDIT 610 Final Project

I think that my revised lesson now incorporates a good mix of technology and traditional
learning. Students get to engage in an introductory video, digital and verbal discussions, a PPT
presentation with their preferred style of note-taking, GeoGebra simulations and activities, scale
drawings and online 3D model productions, independent paper/pencil practice, and a Google
Form exit slip with immediate feedback and data. There are opportunities for independent work
and collaborative learning, as well remediation and enrichment built into the lesson. I believe
that every great lesson should be engaging and provide a mix of self-practice, collaboration,
traditional learning, and opportunities for students to practice digital citizenship through the use
of technology.