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HEADING

Ms. Jemise Sawyer ~ Algebra I ~ 8th grade ~ 8:03 – 8:51 & 11:43 - 12:31 ~ 1st & 5th Period
Applications of Math
Monday, June 4, 2018 – Friday, June8, 2018

OVERVIEW/ RATIONALE
As we come close to the end of the school year, I want to do some interesting projects and
activities with the students. Sometimes it seems like math is magical. But really it’s just logical. I
want to show the students some logical magic this week.

ENDURING UNDERSTANDING
Math is about logic and it’s something we take part in everyday. A lot of life’s phenomenons can
be explained by math.

ESSENTIAL QUESTIONS
How can you identify life’s phenomenons with mathematics?

GOALS/OBJECTIVES
Students will solve real world applications.

STANDARDS

CONTENT

CC.2.3.HS.A.1
Use geometric figures and their properties to represent transformations in the plane.
G.1.3.1.1, G.1.3.1.2
CC.2.3.HS.A.2
Apply rigid transformations to determine and explain congruence. G.1.3.1.1, G.1.3.1.2
CC.2.3.HS.A.3
Verify and apply geometric theorems as they relate to geometric figures.
G.1.2.1.1, G.1.2.1.2, G.1.2.1.3, G.1.2.1.4, G.1.2.1.5, G.1.3.2.1, G.2.2.1.1, G.2.2.1.2, G.2.2.2.1,
G.2.2.2.2, G.2.2.2.3, G.2.2.2.4, G.2.2.2.5
CC.2.3.HS.A.4
Apply the concept of congruence to create geometric constructions.
CC.2.3.HS.A.5
Create justifications based on transformations to establish similarity of plane figures.
G.1.3.1.1, G.1.3.1.2
CC.2.3.HS.A.6
Verify and apply theorems involving similarity as they relate to plane figures. G.1.3.1.1,
G.1.3.1.2, G.1.3.2.1
CC.2.3.HS.A.7
Apply trigonometric ratios to solve problems involving right triangles. G.2.1.1.1, G.2.1.1.2
CC.2.3.HS.A.8
Apply geometric theorems to verify properties of circles.
G.1.1.1.1, G.1.1.1.2, G.1.1.1.3, G.1.1.1.4, G.1.3.2.1, G.2.2.3.1
CC.2.3.HS.A.9


 
Extend the concept of similarity to determine arc lengths and areas of sectors of circles.
G.1.1.1.1, G.1.1.1.2, G.1.1.1.3, G.1.1.1.4, G.2.2.2.1, G.2.2.2.2, G.2.2.2.3, G.2.2.2.4, G.2.2.2.5,
G.2.2.3.1
CC.2.3.HS.A.10
Translate between the geometric description and the equation for a conic section. A2.2.1.1.4,
A2.2.2.1.1
CC.2.3.HS.A.11
Apply coordinate geometry to prove simple geometric theorems algebraically. G.2.1.2.1,
G.2.1.2.2, G.2.1.2.3
CC.2.3.HS.A.12
Explain volume formulas and use them to solve problems. G.2.3.1.1, G.2.3.1.2, G.2.3.1.3
CC.2.3.HS.A.13
Analyze relationships between two-dimensional and three-dimensional objects.
G.1.1.1.1, G.1.1.1.2, G.1.1.1.3, G.1.1.1.4, G.1.2.1.1, G.1.2.1.2, G.1.2.1.3, G.1.2.1.4, G.1.2.1.5,
G.2.3.2.1
CC.2.3.HS.A.14
Apply geometric concepts to model and solve real world problems. G.2.2.4.1, G.2.3.1.1,
G.2.3.1.2, G.2.3.1.3
PRACTICES

1. Make sense of problems and persevere in solving them


2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics.
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

MATERIALS
Smartboard, mini whiteboards, dry erase markers, erasers, calculators, paper

VOCABULARY WORDS

BODY OF THE LESSON


Monday:​ Math really seems magical sometimes. I know you always wonder how Ms.
Sawyer figures out a problem. Is she a magician or does she use logic. The world may
never know.

WARMUP Think of a number. Add 4, then multiply the result by 4. Subtract 8, then
divide the result by 4. Finally take away your original secret number. The answer is 2.

Students will try to figure out how to fit a piece of paper around their bodies. This
activity introduces geometry. I will not go deeply into geometry since this is an algebra 1
class, but it’s a creative way to study shapes. There is a unique pleasure in working with a
flat sheet of paper and through folding, creasing, tucking, and other manipulation,


 
transforming it into something quite magical. The material allows the mind to reason with
abstract geometry in a way that cannot be replicated through other means.

Hailstone numbers
There are many simple questions about numbers that no one has been able to answer.
Start with any number - if it is even divide it by 2, if odd multiply by 3 and add 1 then
keep going, writing down the sequence of numbers that you generate. For example,
starting with 7 we are led by these rules through the sequence:
7 -> 22 -> 11 -> 34 -> 17 -> 52 -> 26 -> 13 -> 40 -> 20 -> 10 -> 5 -> 16 -> 8 -> 4 -> 2 ->
1.
It seems no matter what number you start with you eventually hit a 1. These sequences
are called the "hailstone numbers" because, like hailstones, they go up and down a
number of times before inevitably falling to Earth. However, no one has been able to
prove that this has to happen every time.

If time allows, have students work out the Fibonacci’s puzzle. Fibonacci started with a
pair of fictional and slightly unbelievable baby rabbits, a baby boy rabbit and a baby girl
rabbit. They were fully grown after one month and did what rabbits do best, so that the
next month two more baby rabbits (again a boy and a girl) were born. The next month
these babies were fully grown and the first pair had two more baby rabbits (again, handily
a boy and a girl). Ignoring problems of in-breeding, the next month the two adult pairs
each have a pair of baby rabbits and the babies from last month mature. Fibonacci asked
how many rabbits a single pair can produce after a year with this highly unbelievable
breeding process.

Tuesday:​SCHOOL WIDE FIELD TRIP .

Wednesday: ​Students will dive into some interesting real world applications. Also,
deadline for grades to go into the system.

1) Architecture: draw shapes on the board with various measurements that include
radicals. Have students find the area or perimeter. Students can even make their
own shapes and have their peers find the perimeter or area of their shape. I will
write out the formulas of perimeter and area on the board.
2) Have you ever wondered how far you can see on a clear day? When we stand on
the ground, environmental and man-made objects often block the view all the way
to the horizon. But the higher we get—for instance, looking out the upper window
of a tall building, or sitting at the top of a Ferris wheel—the further away we can
see.

One estimate for how far we can see on a clear day is given by the formula ,
where v = visibility (in miles) and a = altitude (in feet).

A woman on a hang glider can see 49 miles to the horizon. Using the visibility
formula, how far above the ground is she?


 
To solve this problem, let’s substitute our known values into the visibility
formula. We will be left with a one-variable radical equation v = 1.225a
3) Medicine: One final real world application of radical equations comes from the
world of medicine. Before determining the dosage of a drug to give to a patient,
doctors will sometimes calculate the patient’s Body Surface Area (or BSA). One
way to determine a person’s BSA is to use the following formula: , where w =
weight (in lbs), h = height (in cm), and BSA is measured in square meters.

Gustav weighs 160 pounds and has a BSA of about m2. How tall (in cm) is he?

Thursday:​ I will be absent. Taking the PRAXIS.

Friday: ​ Math Games  

CLOSURE
Students will see that math is all around us in the world.

DIFFERENTIATIONS

ASSESSMENT/EVALUATION
Participation, group discussion  

PERSONAL REFLECTIONS / NOTES