March+10th+Lesson+Plans

REMEDIATION Lesson Plan "Messin' With Sasquatch" - proportions


 * Joanne McClellan **
 * Math – 8th grade **
 * “Messin’ With Sasquatch” Lesson Plan **
 * Essential Question: Where will you be in 30 years?**

The student will apply the principle of proportionality to find the height of Sasquatch. Computer Data Projector Meter/Yard Sticks Sasquatch Footprint (approximately 30 inches in length) “Messing With Sasquatch” Worksheet Spreadsheet set up to find the missing value of Sasquatch’s height Measuring using standards unit if measure to a specific precise unit Set up proportions Solving proportions **1.02** Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. **1.09** Recognize, discuss, and investigate how spreadsheets in a variety of settings (e.g., schools, government, business, industry, transportation, communications).
 * OVERVIEW **
 * Materials **
 * Planning and Diagnostics **
 * Skills: **
 * SCOS: **
 * Math 8 **
 * 2.02** Apply and use concepts of indirect measurement.
 * 5.04** Solve equations using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots.
 * Computer/Technology Skills 8 **
 * 1.10** Use spreadsheet and graphing terms/concepts to present and explain content area assignments.
 * 3.04** Create/modify spreadsheets to analyze and interpret information, test simple "what if..." statements, solve problems, and make decisions in content areas.

How tall is Sasquatch? Show one of the commercial clips available from the following website: [|www.messinwithsasquatch.com] Precision unit Ratio Proportion Measure the height to the nearest inch Set up proportions correctly Solve proportions “Messing With Sasquatch” Worksheet “Messing With Sasquatch” Spreadsheet Name Foot Length Height Sasquatch Foot Sasquatch Height (Formula for S.H.)=height *Sasquatch Foot/Foot Length Measuring Proportion – determining and solving Spreadsheet input Defining spreadsheet formulas to be used to check accuracy of their calculation of Sasquatch’s height based on their individual data Compare and contrast their findings with a class average/finding Reinforces measuring skills that are lacking Instant assessment once spreadsheet formula is input Application of proportion and indirect measurement Incorporates computer/technology skills needed for computer test Internet Excel or spreadsheet program
 * Main Lesson Activities **
 * Hook/Engagement: **
 * Vocabulary **
 * Measurable Objectives **
 * Practice in Authentic, Challenging Contexts **
 * Guided Practice **
 * Independent Practice **
 * Assessment **
 * Reflection and Planning **
 * Resources **

NAME: _ “Messin’ With Sasquatch” How tall is Sasquatch (Big Foot)? Make a prediction.

Adjust your prediction based on the video if needed.

If we know his foot length, can we find his height using proportions?
 * Measurements: **
 * 1) Which unit of measurement are we going to use as a class? This unit will be used for ALL measurements.
 * 2) Find a partner by gender.
 * 3) Each partnership will need one meter-stick and several rulers. Please make sure each partnership has at least on meter stick.
 * 4) Measure Sasquatch’s foot length. Record your answer.
 * 5) Measure your foot length – NO you don’t have to take off your shoes. Record your answer.
 * 6) Measure your height – this is where the partners help each other. Record your answer.
 * 7) Input your individual information on the spreadsheet on the laptop. Be sure to record the information in the correct column.
 * 1) With your partner, decide on a proportion using the gathered data to find Sasquatch’s height. Record that proportion using your measurements.
 * 1) Find Sasquatch’s height using your proportion.
 * 1) How close was your prediction? Why do you think it was different?
 * 1) Describe the formula used in the spreadsheet. Be sure to fully explain all parts.
 * 1) Does this formula produce the same results as your proportion? Why or why not?