Transcript Ohhh what a square! - Maine-Math-in-CTE

Ohhh what a Square!
Developed by:
Kenny Turnipseed
Uwe Hoffmann
• Occupational Area: Construction
• CTE Concept: Framing a foundation.
• Math Concepts: Properties of
Rectangles, Pythagorean Theorem
• Lesson Objective: Students will be able
to construct framework consisting of a
four-sided shape with four right angles.
Student will understand its application
within the construction field and recognize
its geometric relationship in other contexts.
• Supplies Needed: Tape Measure, String,
Two 2”x4”x8’, Circular Saw, Hammer, Nails
1#16dup, Pencil, Cardboard, Scissors,
Tape
1. Introduce the CTE Lesson
• We want to clarify the difference between
being “a square” and being “in square”.
• I am going to show pictures of different
shapes associated with the term square.
“A Square” vs. “In Square”
a square
in square
a square
in square
“In Square” vs. “Not In Square”
in square
not in square
in square
not in square
2. Assess Students’ Math
Awareness as it relates to the
CTE Lesson
• Knowing, that you are in a construction
class, and after seeing the pictures, what
might be the same and/or the difference
by defining “a square” and “in square”?
• We will go ahead and use two 2”x4”x8’
and cut them in half. Lay out the pieces to
construct a 3’x4’ frame.
• Cross tape the frame to assure it is “in
square”.
3. Work through the Math
Example embedded in the CTE
Lesson
• Framework has four right angles, two
equal diagonals, diagonals are part of a
right triangle formed by two sides of the
frame work, calculate the diagonal by
applying the Pythagorean Theorem (PT).
• Draw a diagram of the framework,
including the diagonals.
• Identify the right triangles within the
diagram and label the sides.
4. Work through related,
contextual Math-in-CTE
Examples
• If the framework would be a window or a
door, what would be the procedure to
prove that they have right angles?
• Please draw a 2’0’x2’0 window frame.
Calculate the diagonals to assure right
angles.
• Please draw a 3’0’x6’8” doorframe.
Calculate the diagonals to assure right
angles
5. Work through traditional Math
Examples.
• Assume the legs of a triangle are 6 in and
8 in. Find the length of the hypotenuse.
• A triangle has sides of 10 cm, 12cm, and
15 cm. Is the triangle a right triangle?
Justify your answer.
6. Students demonstrate their
Understanding
Students use cardboard to construct and
cut a rectangular cardboard framework.
Explain the procedure and how to assure
that the framework is “in square”.
Use cardboard, scissors, and tape.
7. Formal Assessment
• Assessed by construction of class project.
• Written test covering geometric properties
of rectangles, PT calculations, including
structural drawing.
• Draw a sketch of an 8’ x 10’ patio. Label.
Find the length of the diagonals to ensure
“in square”.