1 foot to 1 mile, and 1 to 5,280 1 inch to 1 mile, and 1 to 63,360 No answer necessary. Answers vary. Anticipated misconceptions If groups have trouble getting started, encourage them to think about different ways to express a scale, both with units and without units. Students may sort the cards by the types (metric or customary; with units or without units) rather than by common scale factors. Remind students that scales that are equivalent have the same factor relating its scaled lengths to actual lengths. Students may that scales in metric units and those in customary units cannot be equivalent. For example, they may think that inch to 1,000 inches” belongs in one group and “1 cm to 10 m” belongs in another. If this misconception arises and is not resolved in group “1 discussions, address it during the activity synthesis. 12.3: The World’s Largest Flag (15 minutes) Discuss size of Tunisia’s flag. Students in groups of 3–4. Access to metric unit conversion 4–5 minutes of quiet work time and 5 minutes of group discussion. Assign one sub-problem to each group to present. Student task statement As of 2016, Tunisia holds the world record for the largest version of a national flag. It was almost as long as four soccer fields. The flag has a circle in the center, a crescent moon inside the circle, and a star inside the crescent moon. Complete the table. Explain or show your reasoning. height of flag flag crescent length height moon actual 396 m 99 m at 13.2 1 to 2,000 cm scale Complete each with the value that makes it equivalent to the scale of 1 to 2,000. Explain or show your reasoning. 1 cm to ____________ cm
1 foot to 1 mile, and 1 to 5,280 1 inch to 1 mile, and 1 to 63,360 No answer necessary. Answers vary. Anticipated misconceptions If groups have trouble getting started, encourage them to think about different ways to express a scale, both with units and without units. Students may sort the cards by the types (metric or customary; with units or without units) rather than by common scale factors. Remind students that scales that are equivalent have the same factor relating its scaled lengths to actual lengths. Students may that scales in metric units and those in customary units cannot be equivalent. For example, they may think that “1 inch to 1,000 inches” belongs in one group and “1 cm to 10 m” belongs in another. If this misconception arises and is not resolved in group discussions, address it during the activity synthesis. 12.3: The World’s Largest Flag (15 minutes) Discuss size of Tunisia’s flag. Students in groups of 3–4. Access to metric unit conversion 4–5 minutes of quiet work time and 5 minutes of group discussion. Assign one sub-problem to each group to present. Student task statement As of 2016, Tunisia holds the world record for the largest version of a national flag. It was almost as long as four soccer fields. The flag has a circle in the center, a crescent moon inside the circle, and a star inside the crescent moon. Complete the table. Explain or show your reasoning. flag length flag height height of crescent moon actual 396 m 99 m at 1 to 2,000 scale 13.2 cm Complete each with the value that makes it equivalent to the scale of 1 to 2,000. Explain or show your reasoning. 1 cm to ____________ cm
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