SS+Math+LP

=Lesson Planner= Conceptual Lens: Instructor: Content: Grade Level: Time Frame:** Students will understand that mathematical ideas and concepts are very important when building structures that define a nation. || **Critical Content** 1. Students will know how to calculate area, volume and surface area of pyramids, cubes and prisms. 2. Students will know how to sketch cubes, prisms, square-based and triangle-based pyramids. 3. Students will know the formula behind the Pythagorean theorem and know how to apply it. 4. Students will know how to compare the area, volume and surface area of pyramids, cubes and prisms and determine which is the most practical and functional. 5. Students will be able to identify geometric figures in pictures of Ancient Egypt. 6. The key concepts of Ancient Egyptian mathematics. || **Standards** 1. (Grade 6 )** **Students represent solid figures in two dimensions.** (a, c) 2. (Grade 6 ) Students represent solid figures in two dimensions.** (b)
 * Unit Theme:
 * **Enduring Understandings**
 * Geometric Figures:1,
 * Geometric Figures:1,

3. (Grade 6) Students find the perimeters and areas of geometric figures.**
 * Geometric Measurement:2

(Grade 6) Students find the volume and surface area of right prisms with bases that are triangles and quadrilaterals.**
 * Geometric Measurement:3

4. (Grade 6) Students find the perimeters and areas of geometric figures.**
 * Geometric Measurement:2

(Grade 6) Students find the volume and surface area of right prisms with bases that are triangles and quadrilaterals.**
 * Geometric Measurement:3

5. (Grade 6) Students recognize and solve problems involving linear equations and recognize examples and non-examples of linear equations.** (a)
 * Equations and Inequalities: 2

6. (Grade 6) Students find the perimeters and areas of geometric figures.** || I**nstructional Plan/Learning Activities** 1. **Hook:** Students will be given one piece of paper, scissors and a roll of tape. They will have 10 minutes to create a pyramid, using their own idea of what a pyramid looks like.
 * Geometric Measurement:2
 * Learning Activity:** As a class, we will sketch cubes, prisms, square-based and triangle-based pyramids using Geometry Explorer. Students will be able to following what I'm doing on my laptop, and sketch their own figures on their own computer.
 * Artifact:** Students will use Geometry Explorer to illustrate the geometric figures and transfer figures into a PowerPoint.

2. **Hook:** Students will be asked to bring in a picture from anywhere around the world where they've found one of the geometric figures that we discussed in the previous class.
 * Learning Activity:** Using a PowerPoint, I will identify geometric figures found in Ancient Egypt that are still present today. We will explore the structures, their names and purposes.
 * Artifact:** Student will add to their PowerPoint by illustrating the a geometric figure they found in Ancient Egypt that still stands today, including hyperlinks.

3. **Hook:** The students will be given a ruler. They must calculate the volume of the pyramid they constructed out of paper with help from this webpage: http://www.321know.com/geo79_x6.htm
 * Learning Activity:** The students, in pairs, will work on constructing formulas for calculating volume and surface area of cubes, triangle-based and square based pyramids. Students will check in with me once they think they've constructed the correct formulas.
 * Artifact:** Students will blog their own processes of determining the area, volume and surface area of the different geometric figures, including at least one hyperlink of a website they could use as a helpful resource.

4. **Hook:** At the beginning of class, I will have two pictures from the students to look at, one of the Step Pyramid at Saqqarah and the other of the Great Pyramid. Students will brainstorm differences in the physical appearances of the two pyramids.
 * Learning Activity:** We will discuss different purposes and functions for the structures in Ancient Egypt. Since they are able to calculate volume and surface area of these geometric figures, each student must choose which figure they believe is most functional and practical for Ancient Egyptian life style, based on what they know about volume and surface area.
 * Artifact:** Students will create a web using Inspiration to organize their ideas for their argument. In their blog, they will write a short paragraph with they argument and supporting evidence.

5. **Hook:** Show students a funny picture of a cat that surprisingly relates to the Pythagorean theorem.
 * Learning Activity:** Students, in pairs, will use tape on the floor to create a right triangle. They will then use the what they have learned about the Pythagorean Theorem to find the lengths of the sides.
 * Artifact:** Students will create a short video relating to how the Pythagorean Theorem may help solve a problem in an everyday situation.

6. **Hook:** I will dress up as an Ancient Egyptian mathematician. How were mathematical concepts used when building this nation? || **Skills** 1. Derive the volume and surface area of different geometric figures. 2. Illustrate geometric figures such as cubes, prisms, square-based and triangle-based pyramids. 3. Perform the Pythagorean Theorem for right all triangles. 4. Argue why a pyramid, cube or prism that would be most useful to the Ancient Egyptians society. 5. Consider geometric figures present in Ancient Egyptian pictures today. 6. Realize the mathematical findings from Ancient Egypt that are still used today. ||  || **Resources** 1. http://www.design-technology.info/graphics/page11.htm 2. [|http://homepages.gac.edu/~hvidsten/explorer/info.html] 3. http://mathforum.org/workshops/sum98/participants/sanders/11castle.gif 4. http://www.numbernut.com/basic/art/symbol_3d1_240.jpg 5. http://www.illfigure.com/symbols/peyelogo.jpg 6. http://www.321know.com/geo79_x6.htm ||
 * Learning Activity:** Students will receive a list of the names of a few important concepts of Ancient Egypt mathematics. Using their laptops, they will briefly research these various concepts. Once the students have found a little information on each one, each student will choose one of the concepts that they would like to research further.
 * Artifact:** Students will blog their research about an Egyptian concepts of mathematics, hyperlinking useful resources. ||
 * **Guided Questions**