**January 28-30: Who is Leonardo? What is a Ratio?**

Students will begin their investigation of ratios. We will be using a K-W-L Chart and a gallery walk to gauge student's prior knowledge about Leonardo Da Vinci, the Renaissance, and ratios and to find out what they are interested in knowing. Students will be assigned to small expert groups to learn more about the three subject areas. Then students will then share out what each of their groups discovered.

**Outside Expectations:**Ms. Drake will then read the Time Travel Adventure story to the students. Students will be expected to complete the 9 questions on the Lesson 1.1 Handout. If they do not finish during class, they are expected to complete the handout at home before the next meeting.**Optional:**That's Odd, License Plates**February 10-21: **

**Measurement and Investigation to Determine Ratios Between Body Parts**

Students will review responses to Lesson 1:1. They will then investigate rules of ratios in order to discover how you can use a knowledge of proportions and ratios. They will compare the length of various parts of their body to other parts to determine if their own personal ratios match up to Leonardo, Harriet, and Thomas'. They will record their findings on the 1:2 Chart.

Arnold Guck: Man or Myth;

Lesson 1:2 Measuring the Body should be finished, including the back side.

**Outside Expectations: (Both are mandatory)**Arnold Guck: Man or Myth;

Lesson 1:2 Measuring the Body should be finished, including the back side.

**MAKE SURE YOU HAVE YOUR HEIGHT AND ARM SPAN. I AM FINDING A LOT OF STUDENTS FAILED TO FOLLOW THE DIRECTIONS FOR THAT PART OF THE ASSIGNMENT.****February 24-28: **

**Using Data, Average, and Mean to Determine General Ratios**

Students will use the data collected in the previous class investigation to develop a general rule for the ratio between body parts. They will discuss the importance of mean when determining general ratios.

Students will pretend they are an interior designer for Leonardo's drawing of the woman (Maria). The teacher will model how to use ratio to determine how to draw a desk that would be the proper size for Maria based on comparing the desk to the teacher.

Students will pretend they are an interior designer for Leonardo's drawing of the woman (Maria). The teacher will model how to use ratio to determine how to draw a desk that would be the proper size for Maria based on comparing the desk to the teacher.

**Outside Expectations:****Mandatory:**Students will complete 1.3 Averages using the classroom measurements linked below. They should also select another object from their homes to practice what they've learned about ratio in comparison to Maria. Please review the example below.**Optional:**Critical Thinking Pages (2)## Classroom Measurements for Average Assignment

## Lesson 4: Drawing Proportions

Then they will use what they have learned about ratio to figure out the height of a giant who has left a 8ft. long footprint.

After this, they will determine a group of 3 to 4 people they would like to work with to create a "giant sized" object that will help make the giant stomping through Leonardo's village a little happier. Students are encouraged to think about their own math strengths when determining an object to resize. (ie. If you don't know how to find the circumference of a circle, avoid objects with circular parts.)

*Notes per request of Ms. Kathiravan:***Step by Step explanation:**

If Foot:Knee to Heel = 1: 2 and the giant's foot is 8ft. then it is safe to say that the giant's knee to heel length is 16 ft. If the Knee to Heel:Height ratio = 1:4, and we know the knee to heel length is 16ft., then it is safe to say that the giant's height is 64ft. because 16 x 4 = 64 ft.

**The proportional ratio set up should look like this:**

1/2=8/16 1/4=16/64 The giant's height is 64 ft.

**Outside Expectations:**

If students are using an object from home, they are expected to bring it to school on their next AIG day.

Optional: Critical Thinking Pages: "Feline Fun" and "It's a Dog's Life"

## Lesson 5: Making a Giant Object Group Project: Planning

Students should have found a small object that they would like to make large enough so that the giant from lesson 4 can use it. The object can be a pencil, a coin, an iPod, a ruler, a Coca Cola can, or any other small, simple object. The group will brainstorm a list of objects that are not too complicated, but not too simple either, that a giant might need.

The team will use measurement, ratio, and proportion to draw a full-size scale drawing of the object with all of the measurements labeled. They should brainstorm materials they will need to bring in to complete the project. They will be expected to bring those materials to school to work on the project in AIG. Please try to use recycled materials. There's no need to spend extra money to complete this project.

**The one requirement is that once it is resized it MUST NOT BE LARGER than 6 ft. tall in any direction. Smaller is preferable.**The team will use measurement, ratio, and proportion to draw a full-size scale drawing of the object with all of the measurements labeled. They should brainstorm materials they will need to bring in to complete the project. They will be expected to bring those materials to school to work on the project in AIG. Please try to use recycled materials. There's no need to spend extra money to complete this project.

**Ms. Drake's Blue-Print Model:**Notice that there is a all measurements and mathematical work is listed and labeled very specifically on the blue-print. Your blue-print should be similarly thorough in measurement and labeling.

**Outside Expectations:**

Remember to bring in any building materials that you may need to start building your object for next week's AIG class. I only have paint, paintbrushes, hot glue, construction paper, limited amounts of cardboard and some duct tape.

**Optional:**Critical Thinking pages: "Probably Not" and "Prize Patrol"

**April 9-April 24**

Students will be working on completing their 3-D objects. They should be sure to have the materials they need on their regular AIG day. They may work outside of class on the projects, but they need to have materials to work with on their assigned AIG days.

## Lesson 9: Sharing Projects and Group Discussion/Seminar

**PROJECTS ARE DUE on APril 29 (Barksdale/D'Amico), 30 (Johnson/Nagy) and May 1(Shears/Zimmerman)**

Groups will have their projects and be prepared to discuss the process they went through and what they learned from this unit.

1. Rate your overall performance on this project: Outstanding Satisfactory Needs Practice

2. Describe what you understand about ratios and using fractions and multiplication and how the knowledge of each helped you in this project.

3. Describe your part in your group's effort to create your giant sized object.

4. Describe the other members' of your group efforts to create your project.

5. What was the easiest part of this assignment for you?

6. What was the most difficult part of this assignment for you?

7. If you were asked to do a similar project again, what might you have changed?

8. In what ways could your teacher have supported you to make this project a better experience?

9. Other Comments:

2. Describe what you understand about ratios and using fractions and multiplication and how the knowledge of each helped you in this project.

3. Describe your part in your group's effort to create your giant sized object.

4. Describe the other members' of your group efforts to create your project.

5. What was the easiest part of this assignment for you?

6. What was the most difficult part of this assignment for you?

7. If you were asked to do a similar project again, what might you have changed?

8. In what ways could your teacher have supported you to make this project a better experience?

9. Other Comments: