Using Rates to Convert Units (SmartBoard Lesson)
Student Notes
Teacher Notes
SmartBoard Notes
Author: Donna McGinnis
School District: Colton - Pierrepont Central School
Subject: Mathematics
Grade Range: 7-12
Duration/Time Required:
- Number of days: 1
- Length of period: 40 minutes
Objective: Students will be able to convert “miles per hour” to “seconds per lap” and “feet per second”.
Learning Context/Introduction:
This lesson looks at using rates as fractions to convert multiple units. (For example, changing miles per hour to feet per second.). The rates are set up so that the units to cancel are diagonal from each other, leaving the units that you want. The students should be aware of some standard conversions, such as grams in kilograms, feet in miles, seconds in minutes, ounces in pounds, etc. I used this lesson for my Math A class, but it can also be appropriate for grade 7 and 8 as well. If you don’t have access to a SmartBoard, an Interwrite Tablet could also work, using the Microsoft Word notes that are included in this lesson.
Essential Question:
By using the rules for fractions, how can we set up rates to obtain the conversions we want? What are some of the basic conversions we should know?
Assessment:
Students are asked for various conversions throughout the lesson that we wrote on the SmartBoard. They were also given some examples to try themselves from the notes, and were assigned p.404 #1-19 odd for their homework.
Student Work:
Students are given a note sheet that is posted on the Smart Board for them to fill in. At the NASCAR questions, divide the students in groups to come up to the SmartBoard to find speeds for other tracks, and show how to convert “miles per hour” to “feet per second.”
Procedure:
Student note sheets were handed out, and were posted on the SmartBoard. I demonstrated the various examples on how to set up the problems, asking for student input as I wrote. When we got to the NASCAR questions, I showed a “NASCAR Hot Lap” video clip from Martinsville Speedway. (http://www.nascar.com/2005/news/headlines/cup/10/20/jburton.track.martinsville/index.html) I then asked the students “How long do you think it took to make that lap?” I then brought up the nascar.com website to search for the various pieces of information we would need. I circled the information on the website, and we transferred it to the note sheet. We set up the appropriate fractions to change “miles per hour” to “seconds per lap” and did the multiplication to see that it only took about 19 seconds. I divided the students into groups, and had each group pick a track. They came up to the SmartBoard to find their information, and showed how they would change “miles per hour” to “seconds per lap” and “feet per second”.
Related Resources:
- http://www.nascar.com/races/tracks
- Amsco Mathematics A textbook, p.401-404
Instructional/Environment Modifications:
The shades had to be pulled and the lights shut off because it was a sunny day.
Duration:
40-minute class period
Reflections and Feedback:
The lesson went really well the first time I did it. The kids were really fascinated by the SmartBoard and were eager to participate. They also liked that I used a real-life example from nascar.com to apply the concept. (It only takes 19 seconds to go a 1/2 mile?) The second class I used this in had some technical difficulties. A student tripped on one of the extender cables and shorted it out, so I had to get the technology coordinator in to get me a new cable. Once that was fixed, the lesson went great. Several students have mentioned to me since that they enjoyed the lesson and found it easier to see than the chalkboard or overhead that I usually use in class.
Related Standards:
MST3.C.ME5.MA. C Students using dimensional analysis techniques.
MST3.IA.PS1.08 Students determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions.
MST3.IA.CN4.06 Students recognize and apply mathematics to situations in the outside world.
MST3.IA.NO6.05 Students solve algebraic problems arising from situations that involve fractions, decimals, percents (decrease/increase and discount), and proportionality/direct variation.
