Sixth Grade Math Activity

7/28/2019 Sixth Grade Math Activity

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1.0 MATERIALS NEEDED

1.1 To effectively teach this subject, the instructor needs the following items:

A. Print outs of line drawings with graph overlays (I did a google image search and

found a ton of examples, but I got these specific images fromhttp://www.artprojectsforkids.org/2010/06/new-masterpiece-coloring-book.html)

B. Rulers

C. Scissors

D. Pencils

2.0 COMMON CORE STATE STANDARDS

A. Ratios and Proportional Relationships. Understand ratio concepts and use ratio

reasoning to solve problems.

B. The Number System. Compute fluently with multi-digit numbers and find common

factors and multiples.

3.0 TEACHING STRATEGIES

3.1 Demonstration, Small Groups, Ratio Charts, Scale Models

4.0 LESSON SEQUENCE

4.1 Warm Up (real world examples)

Teacher [1] Show how, when you resize a piece of art on a computer, it can eitherkeep the drawing proportional (by holding shift) or you can resize all ofthe sides, making it longer or taller or shorter or skinnier.

[2] Explain that when you hold the shift key down, the computer is keepingthe ratios proportional so that the picture does not get distorted.Keeping the ratios proportional means that both sides of the ratio lengthand width, are being multiplied by the same number.

[3] It is easy to demonstrate this on Microsoft Word, where you can insert apicture, go to the picture tab, and adjust the height: word will keep itproportional, and your students will be able to see change in the

numbers and in the picture. This also shows students how the conceptof proportionality is used all the time.

4.2 Activity

4.2.1 Your students should already have spent a few days with ratios: this is an activity you

can use as both a little assessment and as a fun way to spend a Friday.


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Teacher [1] Split the students into groups of four.

[2] Explain the following:

A. Each person will be given a puzzle piece with part of a picture on

it. Try not to show it to anyone else.

B. Groups are allowed to talk to each other and work though

problems they are having verbally. Students are NOT allowed to

cut, draw, or mark anyone elses papers.

C. Students will handle scissors and rulers carefully.

[3] Explain that students have to proportionally make their puzzle pieces 3times bigger. So if a side is one centimeter long, then a side that wasthree times longer would be 3 cm. And if the side of that box was onecentimeter wide, then a side that was three times wider would be 3 cm.The area of a 1 cm2 box that was enlarged to 3 times its original sizewould be 9 cm2.Draw the steps as you go along to demonstrate yourthought process to the class.

[4] As students create an enlargement of a drawing, ask them to fill out theattached worksheet to keep them thinking analytically.

[5] As students are creating their new pieces for the enlarged drawing, theteacher should walk around the class to make sure that students areunderstanding, behaving, and working as a group.

[6] When they are done, the puzzle pieces should fit together.

5.0 SAFETY CONCERNS

A. Wooden rulers have a metal-lined edge that can come loose and cause injury, and

scissors can be sharper than they look. Please be careful handling these items.

Anyone using the items inappropriately will not be allowed to participate.

6.0 INTEGRATION/EXPANSION

A. Integration. Integrate a little art history into the lesson by talking about the artwork

when the final projects are finished.

B. Expansion. Expand this topic by expanding the worksheet to include hypothetical

scenarios. Make a ratio chart that asks how big the sides of the puzzle piece wouldbe if they went up to 12 times the size or 15 times the size. You can also work with

the art teacher to find out when both classes will be working on scale drawings: that

way students see that this activity is used outside of the math classroom.


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Trace your puzzle piece and number the sides:

[1] Side 1 is _________cm, so my new piece that is 3 times bigger will be _________ cm



[4] Side 4 is _________ cm, so my new piece that is 3 times bigger will be _________ cm




Is your new piece proportional?

Ratios between some original puzzle piecesides:

_____:_____

_____:_____

_____:_____

_____:_____

Do any of the ratios between the sides of thelarger puzzle piece reduce to ratios betweenthe same sides of the smaller puzzle pieces?

_________________________________

Ratios between the new puzzle piece sides:

_____:_____ reduces to _____:_____

_____:_____ reduces to _____:_____

_____:_____ reduces to _____:_____

_____:_____ reduces to _____:_____

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Sixth Grade Math Activity