701TheoryinAction LessonPlan AshleyTarv
Theory in Action Lesson Plan
Name: Ashley tarver
I. Subject and Grade Level: Math, 7th Grade
II. Topic: Gold Rush
Standard:
Draw, construct, and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
The task:
In the 19th century, many prospectors travelled to North America to search for gold. A man named Dan Jackson owned some land where gold had been found. Instead of digging gold for himself, he rented plots of land to the prospectors. Dan gave each prospector four wooden stakes and a rope measuring exactly 100 meters. Each prospector had to use the stakes and the rope to mark off a rectangular plot of land.
1. Assuming each prospector would like to have the biggest plot, what should the dimensions of the plot be, once he places the stakes?
2. Read the following statement: “Join the ropes together! You can get more land if your work together than if you work separately.” Investigate whether the statement is true for two or more prospectors working together, sharing the plot equally, and still using just four stakes.
(Task received from training on Formative Assessments.)
III. Instructional Objective(s):
Interpret a situation and represent the variables mathematically.
Select appropriate mathematical methods to use.
Explore the effects on the area of a rectangle of systematically varying the dimensions while keeping the perimeter constant.
Interpret and evaluate the data generated and identify the optimum case.
Communicate mathematical reasoning clearly.
IV. Theory (with explanation): Sociocultural Approach
There is strong emphases on co-participation, cooperative learning, and joint discovery. Teachers bring existing knowledge to students by co-constructing it with them. The notion of zones of proximal development would suggest that the goals of educational assessment should be to identify abilities that are in the process of
Name: Ashley tarver
I. Subject and Grade Level: Math, 7th Grade
II. Topic: Gold Rush
Standard:
Draw, construct, and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
The task:
In the 19th century, many prospectors travelled to North America to search for gold. A man named Dan Jackson owned some land where gold had been found. Instead of digging gold for himself, he rented plots of land to the prospectors. Dan gave each prospector four wooden stakes and a rope measuring exactly 100 meters. Each prospector had to use the stakes and the rope to mark off a rectangular plot of land.
1. Assuming each prospector would like to have the biggest plot, what should the dimensions of the plot be, once he places the stakes?
2. Read the following statement: “Join the ropes together! You can get more land if your work together than if you work separately.” Investigate whether the statement is true for two or more prospectors working together, sharing the plot equally, and still using just four stakes.
(Task received from training on Formative Assessments.)
III. Instructional Objective(s):
Interpret a situation and represent the variables mathematically.
Select appropriate mathematical methods to use.
Explore the effects on the area of a rectangle of systematically varying the dimensions while keeping the perimeter constant.
Interpret and evaluate the data generated and identify the optimum case.
Communicate mathematical reasoning clearly.
IV. Theory (with explanation): Sociocultural Approach
There is strong emphases on co-participation, cooperative learning, and joint discovery. Teachers bring existing knowledge to students by co-constructing it with them. The notion of zones of proximal development would suggest that the goals of educational assessment should be to identify abilities that are in the process of