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Formulate
and Measure Your Theme
Park Passion
Designed
by:
Katie Howard, Caughman Road Elem.
Grade
Level: Fourth
Subject: Math
1)
Core Curriculum Objective:
Use measurements and formulas to solve real world
and mathematical problems. (4ME6-6)
2)
Overview:
Students will find planning a field trip to a state
theme park thrilling.
This
lesson will allow students to use a simple formula to plan
a trip for a class of any size.
Measuring distances according to a state road map
scale will assist the students in the exploration of map
reading.
3)
Essential Question:
If your class decided to take a field trip to a
state theme park, how could you use a formula to calculate
the cost and distance of the trip?
4)
Time Frame:
one fifty minute lesson
5)
Resources:
Pencils, paper, Computers with Internet connection,
copies of assessment worksheet, copies of a state road
map, URL http://www.seamist.com
scissors.
6)
Assessment:
Key:
Excellent
5
4
3
2 1
Poor Understanding
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5 |
4 |
3 |
2 |
1 |
| Can
the student show a formula used to
calculate the cost of theme park entrance per
person? (ie.
# of students x cost per student) |
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| The
student can put the formula to use regardless of
the number of students attending the trip? |
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| Does
the student know how to show the savings of the
group rate for the theme park entrance verses the
individual rate? |
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| Did
the student make an accurate (to scale) tape
measure out of paper to measure the distance from
Columbia to Myrtle Beach? |
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| Can
the student highlight the most direct route from
Columbia to Myrtle Beach using mostly major
highways? |
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| Did
the student work cooperate with classmates? |
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| Total |
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Grading
Criteria:
Mostly
5s...........Student has an excellent understanding
Mostly
4s..........Student has a good understanding
Mostly
3s..........Student needs more practice
Mostly
2s..........Reteach the formula and measurement skill
Mostly
1s...........Reteach the formula and measurement skill
7)
Instructional Activities:
Bring
in the classroom a blown up beachball.
Allow a few minutes for the students to volley the
ball from desk to desk.
Show a map of South Carolina and ask for a
volunteer to come to the map and point out the location of
Myrtle Beach. Discuss
the key to the map as well as the scale for measuring
distance.
Pass out copies of a road map and discuss the
symbol on the key for four lane interstates and highways.
Tell the students that in a few minutes they will
need to highlight the most direct route to Myrtle Beach
from Columbia.
In order to measure the distances of each road,
interstate or highway the students need to take a sheet of
paper and make a tape measure that is in accordance with
the scale on the map.
Ask
students if they have ever been to Myrtle Beach and any of
the theme parks there, such as the Family Kingdom or
Family Kingdom Water park.
Check to see if anyone remembers the cost to get in
per person for one day.
Have students guess the cost and show the formula #
of people x cost per person.
Explain to students that this calculation can be
called a formula and will work to figure out how much the
day at a theme park would cost for any given number of
people.
On
the computer, bring up the URL for Seamist Resorts at
Myrtle Beach (http://www.seamist.com) Show the students that they can get to the two stated theme
parks by clicking on the pictures of the parks on the
Seamist web site.
Have the class write down the actual cost of
entrance per person per day.
They may then answer the following questions using
the formula and map.
Questions
to be researched and worked by individual students and/or
with the person sitting next to them:
1.
Show the formula for determining
the cost for one person to get into either theme
park for one day, two days, and
one week ( Mon.- Fri.).
2.
Show the formula for determining the cost for one
person to get into either park using the group rate for
one day, two days, and one week ( Mon.- Fri.).
3.
Show the formula to determine the cost of our class
to get into the park for one day
and two days.
4.
Check to see if the cost is the same for either
park per
person per day, if
not which park cost the least amount of money.
5.
What is the formula you would use to determine the
savings of buying group tickets verses individual tickets?
6.
Describe the most direct route to take, using
mostly major interstate and highways, when driving from
Columbia to Myrtle Beach.
Be sue to put in order the roads taken and
approximate amount
of miles you would travel on each road.
You may choose to draw a map to help with the
description.
7.
Explain why you did or did not like this lesson and
state the reason(s) why or why not.
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