1. Getting Started (1:53m)
Teacher: Tarri Deja
The teacher refers to blueprints of a Dream home made in previous classes. The project director gives an overview of the Series Design Units.
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2. Student Groups (2:34m)
The students focus on one are of their blueprints and discuss strategies for calculating floorspace.
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3. Student Presentation (2:53m)
Two groups demonstrate their strategy for calculating floor space.
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4. Teacher Discussion (1:34m)
The teacher elicits a definition for "area" based on students' own words and works it into a mathematical definition.
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5. Student Groups (3:25m)
The teacher leads students to apply what they know about area to finding area of irregular shapes.
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6. Student Work (2:07m)
One student group reports several methods used to calculate the area of an irregular room.
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7. Special Guest (1:42m)
A carpet installer demonstrates how to calculate carpeting, bringing a concrete example of finding area to the class.
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8. Student Work (2:52m)
Students calculate how to lay carpet in the irregular room, and are directed to find 2 solutions, then pick the one that works best.
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9. Student Groups (0:53m)
The teacher observes groups solving their own tensions and dilemmas. The project director reflects on their sense of ownership.
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10. Student Work (1:01m)
The teacher directs students to trace the room, list measurements for the carpet, and supply 2 strategies.
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11. Computer Lab (2:05m)
The second day's lesson extends to the computer lab to examine scale on the Architect Program.
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12. Computer Groups (3:08m)
In computer groups, the students change the scale of the room and are surprised with the results.
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13. Student Discussion (2:23m)
Students mistakenly believe that a larger scale will give a larger blueprint. The teacher scaffolds their ideas to build understanding.
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14. Teacher Reflection (0:29m)
This testimonial reflects on the strengths of the Mathematics in Context program.
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