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CLASSROOM CHALLENGES
A Formative Assessment Lesson
Drawing to Scale:
Designing a Garden
INTRODUCTION
This lesson unit is structured in the following way:
Before the lesson, students work individually on an assessment task designed to reveal their
current understanding and difficulties. You review their responses and create questions for
students to consider when improving their work.
At the start of the lesson, students reflect on their individual responses and use the questions
posed to think of ways to improve their work. They then work in small groups to analyze sample
responses to the task.
Using what they have learnt from the responses, students, in the same small groups work
collaboratively on an extension of the same task. In a whole-class discussion, students review the
methods they have seen and used. Finally, students reflect on their work.
MATERIALS REQUIRED
Each student will need a copy of the task: Designing A Garden, My Plan.doc, a sheet of paper, a
mini-whiteboard, a pen, an eraser, and a copy of the review questionnaire How Did You Work?
Each small group of students will need copies of the Assistants Methods, My Plan.doc, Mandys
Second Email.doc, and a blank sheet of paper.
Provide rules, scissors, glue sticks, card, and graph paper for students who choose to use them. There
are some projector resources to support whole-class discussion, and to help introduce activities.
TIME NEEDED
20 minutes before the lesson for the assessment task, an 85-minute lesson, and 10 minutes in a
follow-up lesson. Timings given are only approximate.
Teacher guide
T-1
Use just the garden features in the attached file to draw to scale a plan of Mandy's garden.
On a separate piece of paper, explain the math.
Mandy attached the following files:
Garden Features.doc
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Student Materials
Designing a Garden
2012 MARS, Shell Center, University of Nottingham
S-1
You may want to show them Slide P-1 of the projector resource.
Designing a Garden
Projector Resources
Designing a Garden
P-1
Read through the questions and try to answer them as carefully as you can.
At this stage, you only need to add the scale and the three features to the plan
It is important that, as far as possible, students are allowed to answer the questions without assistance.
If thye are struggling to get started, ask questions that help students understand what is required, but
make sure you do not do the task for them.
Teacher guide
T-2
Students who sit together often produce similar answers, and then when they come to compare their
work, they have little to discuss. For this reason, we suggest that when students do the task
individually, you ask them to move to different seats. Then at the beginning of the formative
assessment lesson, allow them to return to their usual seats. Experience has shown that this produces
more profitable discussions.
Assessing students responses
Collect students responses to the task. Make some notes on what their work reveals about their
current levels of understanding and their different problem solving approaches.
We suggest that you do not score students work. The research shows that this will be
counterproductive, as it will encourage students to compare their scores, and will distract their
attention from what they can do to improve their mathematics.
Instead, help students to make further progress by summarizing their difficulties as a series of
questions. Some suggestions for these are given in the Common issues table on the next page. These
have been drawn from common difficulties observed in trials of this unit.
We suggest you make a list of your own questions, based on your students work. We recommend
you either:
Give each student a printed version of your list of questions, and highlight the questions for each
individual student.
If you do not have time to do this, you could select a few questions that will be of help to the majority
of students, and write these on the board when you return the work to the students.
Teacher guide
T-3
Common issues
Teacher guide
T-4
Encourage students to focus on evaluating the math contained in the assistant's work, not whether the
assistant has neat writing etc.
Also, check to see which of the explanations students find more difficult to understand.
Teacher guide
T-5
The methods used by the assistants are incomplete and do include mistakes, however they do
illustrate efficient strategies for figuring out lots of measurements for the scale drawing, and also the
reverse, obtaining real life measurements from the measurements on a scale drawing.
Billie has used a graph. This method means Billie
can read off the graph the measurement on the plan
of any garden length, to a maximum of 20 meters.
Billie needs to add the y-axis title Plan lengths
(cm).'
He has extended the x-axis to 20 meters, however
the maximum length in the garden is 10 meters. To
obtain more accurate values for the measurements
on the plan, Billie should change the scale and use
square paper that is divided into millimeters.
Billie has incorrectly used the equal sign (1 m =
2cm.) He has also incorrectly written the scale ratio
using two different units of measure.
The scale is 2 cm : 100 cm = 1 : 50.
Billie has correctly figured out the radius of the
pond, but his units are incorrect. The radius is 1.5 m.
He then needs to use the graph to figure out the
equivalent measurement on the plan.
Teacher guide
T-6
Be Creative!
Projector Resources
P-3
While students work in small groups you have two tasks: to note different student approaches to the
task, and to support student problem solving
Note different student approaches to the task
Listen and watch students carefully. Note different approaches to the task and what assumptions
students make. Do students use a similar approach to one of the assistants? Do students create their
own rule or graph? Do students work systematically? Do students check their work? What do students
do when they become stuck? Does the garden work? Have students made practical mistakes such as
placing the shed right next to the window? In particular, note any common mistakes. You can then
use this information to focus a whole-class discussion towards the end of the lesson.
Teacher guide
T-7
Teacher guide
T-8
1
cm on the plan, so
a
1
x y is a length (cm) on the plan, and x is the equivalent length (m) in the garden.
a
OR, if a cm in the garden is represented by 1 cm on the plan, then
y=
1
x
a
1
cm on the plan, so
a
y is a length (cm) on the plan, and x (cm) is the equivalent length in the garden.
Teacher guide
T-9
SOLUTIONS
Assessment task: Designing a Garden
The scale can be calculated using the length on the plan of 20 cm, this is equivalent to 10 meters.
Therefore 1 cm on the plan is equivalent to 0.5 m in the garden. This scale can be written as 1 : 50.
There are many ways students could draw the design. Below are some examples of how students
could efficiently figure out measurements on the plan of actual measurements in the garden.
A graphical method:
20
18
16
14
12
10
8
6
4
2
0
0
10
An algebraic method:
0.5 m in the garden is represented by 1 cm on the plan, then
1
a = 2a cm on the plan.
0.5
In general terms :
If b m in the garden is represented by 1 cm on the plan, then
a
a m in the garden is represented by
cm on the plan.
b
!
Teacher guide
T-10
4
6
8
10
1
1
1
1
10
12
14
16
18
20
10
Garden Features
Students may use their own method, or one of the above methods to figure out the dimensions on the
plan of the garden features:
Dimensions on Plan
Shed
Ive ordered this shed.
It is 2 meters wide, 3.2 meters long and 2.8 meters
tall.
Circular pond
Because of the type of fish I plan to put in the pond,
I'd like the surface to be at least 7 m2.
4 cm by 6.4 cm
A bench
The bench is 82 cm deep and 140 cm long.
!
A gravel path
Id like a one meter wide path to go from the shed to
the house and from the garden gate to the house.
The gravel should be about 8 cm deep.
Gravel costs $40 per cubic meter.
I dont want to spend more than $60.
Borders
In the past Ive found having borders more than 4
foot wide are really difficult to manage.
Decking for barbeques
Id like this near the house.
It should be big enough to seat at least six people.
1.64 cm by 2.8 cm
Lawn
Could you please grass the remaining areas using
roll out grass?
It costs $12 per square meter.
Please let me know the cost.
Teacher guide
"r 2 = 7
7
= 1.5 m
"
Radius on plan : 3 cm
r =
Volume of gravel:
60 40 = 1.5 m3.
Maximum length of path:
1.5 (1 " 0.08) = 18.75 m.
This is 2 cm by 37.5 cm.
1 foot = 0.3 m; 4 feet = 1.2 m.
Maximum width on plan: 2.4 cm,
If the decking is rectangular then
the dimensions could be at least
3 m by 3 m.
This is 6 cm by 6 cm on the plan
T-11
Designing a Garden
Imagine you are a garden designer.
You have received this email from a customer:
Use the plan to draw the three features. Add the scale.
On a separate piece of paper, explain the math.
Student Materials
S-1
My Plan.doc
Student Materials
S-2
What mistakes has Billie made? Explain how he could correct these mistakes.
Student Materials
S-3
What mistakes has Lisa made? Explain how she could correct these mistakes.
Student Materials
S-4
Jims formulae use centimeters and meters. Would the formulae be different if a and b represented
lengths in centimeters?
Explain your answer.
What mistakes has Jim made? Explain how he could correct these mistakes.
Student Materials
S-5
Student Materials
S-6
OR
What advice would you give a student new to this task about potential pitfalls?
Student Materials
S-7
Designing a Garden
Projector Resources
P-1
P-2
Be Creative!
Projector Resources
P-3
Projector Resources
P-4
Projector Resources
P-5
Projector Resources
P-6