Focusing Lens(es) Structure Standards and Grade MA10-GR.HS-S.1-GLE.2 Modeling Level Expectations MA10-GR.HS-S.4-GLE.4 Addressed in this Unit MA10-GR.HS-S.4-GLE.5 Inquiry Questions How might surface area and volume be used to explain biological differences in animals? (MA10-GR.HS-S.4-GLE.3-IQ.1) (Engaging- Debatable): Unit Strands Number and Quantity: Quantities Geometry: Geometric Measurement and Dimension Geometry: Modeling with Geometry Concepts perimeter, area, volume, patterns, models, measurements, decisions Generalizations Guiding Questions Factual Conceptual Understand My students will that… Underlying and related structures of perimeter, area and How does the relationship between the volumes of a Why is the formula for the circumference of a circle volume can reveal patterns within complex objects. cone and its corresponding cylinder help us find the necessary for deriving the area of a circle? (MA10-GR.HS-S.4-GLE.4-EO.a, b) volume of a pyramid? Why does increasing the radius by a constant increase How is the area of an irregular shape measured? the volume of a cylinder more than increasing the height by the same constant? How can surface area be minimized while maximizing volume? (MA10-GR.HS-S.4-GLE.4-IQ.3) Geometric models, chosen and created with the use of How are mathematical objects different from the Why are ratios an important component of geometric appropriate measurements deepen understandings of physical objects they model? modeling? empirical situations and improve decision-making. How can the geometric concepts of area and volume model density? What makes a good geometric model of a physical object or situation? (MA10-GR.HS-S.4-GLE.5-IQ.2) What students will know and be able to do are so closely linked in the concept-based discipline of mathematics. Therefore, in the mathematics samples what students should know and do are combined. Key Knowledge and Skills: My students will…
Focusing Lens(es) Structure Modeling Standards and Grade Level Expectations Addressed in this Unit MA10-GR.HS-S.1-GLE.2 MA10-GR.HS-S.4-GLE.4 MA10-GR.HS-S.4-GLE.5 Inquiry Questions (Engaging- Debatable): How might surface area and volume be used to explain biological differences in animals? (MA10-GR.HS-S.4-GLE.3-IQ.1) Unit Strands Number and Quantity: Quantities Geometry: Geometric Measurement and Dimension Geometry: Modeling with Geometry Concepts perimeter, area, volume, patterns, models, measurements, decisions Generalizations My students will Understand that… Guiding Questions Factual Conceptual Underlying and related structures of perimeter, area and volume can reveal patterns within complex objects. (MA10-GR.HS-S.4-GLE.4-EO.a, b) How does the relationship between the volumes of a cone and its corresponding cylinder help us find the volume of a pyramid? How is the area of an irregular shape measured? How can surface area be minimized while maximizing volume? (MA10-GR.HS-S.4-GLE.4-IQ.3) Why is the formula for the circumference of a circle necessary for deriving the area of a circle? Why does increasing the radius by a constant increase the volume of a cylinder more than increasing the height by the same constant? Geometric models, chosen and created with the use of appropriate measurements deepen understandings of empirical situations and improve decision-making. How are mathematical objects different from the physical objects they model? How can the geometric concepts of area and volume model density? What makes a good geometric model of a physical object or situation? (MA10-GR.HS-S.4-GLE.5-IQ.2) Why are ratios an important component of geometric modeling? Key Knowledge and Skills: My students will… What students will know and be able to do are so closely linked in the concept-based discipline of mathematics. Therefore, in the mathematics samples what students should know and do are combined.