Project-Based Instruction
5E Lesson Plan Template
Authors: Ryan Monaghan Title of Lesson: Finding Your Way In New York Date of Lesson: First Thursday Length of Lesson: 20 minutes Description of the Class: PBI
Name of Class: Pre AP -Geometry Grade Level: 10th Grade
Source of the Lesson: Concepts: Students will learn about how to compute distance, midpoint and slope on a 2 dimensional coordinate system. Objectives: Students will be able to:
Calculate the midpoint of a line in 2 dimensions Calculate the distance between two points in 2 dimensions Calculate the slope of a line
State Standards:Geometry: (c) Knowledge and skills (1)Mathematical Process Standards. The students uses mathematical processes to acquire and demonstrate mathematical understanding. The students is expected to: (C) select tools, including real object, manipulative, paper/pencil, and technology as appropriate and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (2)Coordinate and Transformational Geometry. The Student uses the process skills to understand and connection between algebra and geometry and uses the one-and two-dimensional coordinate systems to verify geometric conjectures. The student is expect to: (A) determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in oneand two- dimensional coordinate systems, including finding midpoint;
2007 The University of Texas at Austin
Project-Based Instruction
5E Lesson Plan Template
(B) derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines; Safety: No horse play will be tolerated. Materials List and Advanced Preparations:
Guided notes for students (1 copy per student) TI-83 Calculators (1 per student) Exit slip (1 per student) Map of New York Document Camera
ENGAGEMENT What the Teacher Will Do Teacher places a Map of New York under the document camera. Teacher points to two intersections on the map. Probing/Eliciting Questions How far is it from here (1st location) to here (2nd location)? Suppose we could fly, how would you find the distance then? What if I wanted to meet my friend half way? Where would I meet them? How would u know if its half way? What if we could both fly? Where would it be then? How would you find it?
Time: 5 Minutes Student Responses and Misconceptions Students give some integer response probably in blocks.
Students may enlist the help of the Pythagorean Theorem if it has been covered previously Students point to a location. Guessing Count the blocks it took
Page 2 of 8
Project-Based Instruction
5E Lesson Plan Template
EXPLORATION What the Teacher Will Do Teacher passes out Guided Notes sheet. Teacher says: Well luckily New York looks like a grid. We can impose a two dimensional coordinate system on it, with our East/West streets being parallel to our X-axis and our North/South streets being parallel to our Y-axis With our origin at our starting place we will then count how many blocks east/west we will have to go, and for each block we will put a tick mark on our X-axis denoting the distance, similarly we will do the same for our north/south blocks and our Y-axis Teacher asks: Where should we put our origin? Probing/Eliciting Questions
Time: 10 Minutes Student Responses and Misconceptions
Hopeful response: At one of the destinations.
How many blocks horizontally do we have to do? How many blocks vertically do we have to go? Is there a shorter path to our destination? Please write the point (x,y) or our end location on your sheet.
Some number
Some number
No
We notice that both points have a x-value an y-value. And since we choose our starting position to be the origin its x and y values are both 0. We can write this as a point on a graph (0,0) or (x,y). Now imagine that we could fly.
Students write the coordinate on their guided notes.
What path to our destination would be the shortest? How would you calculate the length? Who remembers the Pythagorean theorem? And what does it measure?
Straight line
A^2 +B^2 = C^2
Now notice that if we travel all of our horizontal distance then we turn and travel our vertical distance we form a triangle.
Repose the questions: How do we find the shortest length?
Find the length hypotenuse
Page 3 of 8
Project-Based Instruction
5E Lesson Plan Template
So we notice that our A side has a starting and ending point. Correct we subtract x1 from our origin. How about side B? Now we will denote our starting x as x0, our starting y as y0 and our ending x as x1 and ending y as y1. So the distance of A (x-axis) is x1x0 and the distance of B (y-axis) is y1-y0. Congrats you have just derived the distance formula So onto our second question, suppose you and a friend want to meet half way? Where would meet? So for some point to be half way it must be equal distant from both of the starting points. In your groups find find where the half way point would be. Make sure to use the distance formula that you just derived The teacher leads the students to the mid-point formula. ([x1-x0]/2. [y1-y0]/2) Slope is ratio of change vertically over our change horizontally
How do we calculate the distance of A?
Subtract the end from the beginning Similarly
Now plug in the distance of A sqrt((x1-x0)^2 + (y1-y0)^2) and B into the Pythagorean Theorem and solve for C
Where is half way? What if you could fly?
Points on the grid
Did you notice that both the distances of A and B where halved? How would you denote the half way point in point form
How are ratios written? How do we calculate our vertical and horizontal changes? How do those look as a ratio
As fractions Ending point subtracted from our beginning (y1-y0)/(x1-x0)
Page 4 of 8
Project-Based Instruction
5E Lesson Plan Template
EVALUATION What the Teacher Will Do Teacher passes out Exit slip Probing/Eliciting Questions
Time: 5 Minutes Student Responses and Misconceptions
Note:
Due to time constraints in the 2 week calendar the Elaboration and Explanation where cut or covered in the Elaboration.
Page 5 of 8
Project-Based Instruction
5E Lesson Plan Template
Guided Notes
Page 6 of 8
Project-Based Instruction
5E Lesson Plan Template
Guided Notes
Where is: Location Hunter College Empire State Building Radio City Music Hall Bloomingdales Time Square Distance Formula: East/West Street North/South Street Ordered Pair
1. What is the shortest walking distance from Hunter College to Bloomingdales? What is the shortest flying distance?
2. What is the shortest walking distance from Time square to the Empire State Building? What is the shortest flying distance?
3. Can you have a negative distance? Why or why not?
Page 7 of 8
Project-Based Instruction
5E Lesson Plan Template
Name:
Exit Slip
1.) When x = 0, y = 2.) When x = -1, y = 3.) Slope of the line:
4.) What is the distance from the point found in question 1 to the point found in question 2? 5.) What is the midpoint between the point found in question 1 and the point found in question 2?
Page 8 of 8
