Math
Printing and Imaging Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to calculate image resolutions and
dimensions for a variety of Printing and Imaging projects.
Specific Objectives
 Students will use different formulas to figure out resolution of images on screen and in print.
 Students will solve basic Printing & Imaging math problems.
 Students will apply math concepts and formulas to a 4 person group project: Doing a “markup”
for a mock newspaper.
This lesson should take 10-12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills for a variety of written documents
in accordance with industry standards;
(B) apply mathematics knowledge and skills in accordance with industry standards to
solve problems;
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects.
(5) The student understands printing systems and their uses.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
1
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management
traits, describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrating sensitivity to and value for diversity, and managing
stress and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; preparing for and conducting meetings to
achieve objectives within scheduled time; producing meeting minutes, including
decisions and next steps; and using parliamentary procedure, as needed, to conduct
meetings;
(8) The student implements ethical decision making and complies with laws regarding use of
technology in printing. The student is expected to:
(A) exhibit ethical conduct related to interacting with others such as client
confidentiality, privacy of sensitive content, and providing proper credit for ideas;
(B) apply copyright laws in relation to fair use and duplication of materials;
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies;
(E) understand Creative Commons laws including all licensing.
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process;
(B) prepare customer documents;
(C) use appropriate printing processes;
(D) use binding processes, including cutting, folding, and trimming;
(E) calculate paper counts from a stock sheet;
(F) demonstrate folding a variety of print pieces, adapting equipment as needed;
(G) demonstrate saddle stitch, perfect bind, and flat stitching in various printed
materials;
(H) demonstrate padding press operations;
(I) use appropriate embossing, foil stamping, die cutting, and laminating samples;
(J) print appropriate paper labels, ink jet labels, and bulk forms;
(K) demonstrate knowledge of postal regulations related to packages, contents, sizes,
and destinations;
(L) meet customer needs with regard to labeling, packaging, and shipping according to
regulatory standards.
2
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning word(9s, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will practice math concepts on worksheets.
 Students will work in groups to create a Newspaper using old “markup” techniques, which
require students to apply the math concepts learned in this lesson.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (http://www.cte.unt.edu).
Preparation
 Copy the handouts.
 Have multimedia presentations ready to show.
 Have scissors, rulers, markup tape and butcher paper ready to go for the project.
 See if it is possible to get newsprint for the project.
3
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Instructional Aids
 Student worksheets
Materials Needed
 Copies of handouts
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
 If you work with images on a computer for screen-based or print-based projects, you will need
to know how to work the math to convert them.
Lesson Introduction
 Say: Math may not be everyone’s favorite subject, but there is a lot of math involved in many
Printing & Imaging projects. The computers and graphics software do most of the math these
days. However knowing how to pick the right image size or image depth for a project may
make all the difference.
4
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MII
NOTES TO TEACHER
OUTLINE
The Math of Printing & Imaging
I. Imaging
a. Pixels
b. Resolution
c. Resolution Math
II. Printing
a. Resolution
b. Line Screen
c. Common Line Screen Settings
III. Formatting
a. Markup
I.
IV. Newspaper – 4 person group project
a. Requirements
i. 4 pages
ii. Markup
iii. Contents
The teacher will use the multimedia
presentation to explain the various
formulas for figuring out image
resolution. The students will then
complete the worksheets.
These concepts may be somewhat
difficult for the students to grasp. It
may be necessary for the teacher to
make up additional problems. One
suggestion is to put students into
groups or pairs and have them craft 5
or 10 problems (and work the answer
keys) that could be compiled and
shared with the entire class.
The teacher will use the multimedia
presentation to explain the
Newspaper Markup project.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
5
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Application
Guided Practice
 The teacher will use the multimedia presentations to teach the material.
 The teacher will monitor students’ independent practice.
 The teacher will make sure all the students get the project handout.
 The teacher will also assign the groups that will work together on the project.
Independent Practice
 Students will complete the Math worksheet. Key is provided.
 Students will work in groups of 4 to complete the “Newspaper Markup” project.
Summary
Review
 How to figure out the resolution, dimension and image size of images for different situations.
 What are the differences between DPI, PPI and LPI?
Evaluation
Informal Evaluation:
 The teacher will check frequently for understanding and verify students complete the
worksheet.
 The teacher will make daily assessments on the progress of the projects.
Formal Evaluation:
 Rubric provided and may be used to assess completed projects.
6
Copyright © Texas Education Agency, 2015. All Rights Reserved.
The Math of Printing & Imaging
Practice Worksheet
Students will complete the following math problems after working through the examples in the
multimedia presentation.
1. If a photograph’s image size is 2400x3000 pixels, what will the dimensions be in inches when it
is printed at a resolution of 300 DPI?
2. A business card is 2” x 3.5”. When planning to print it at 300 DPI, what would the dimensions
be in pixels?
a. What would the dimensions be for a 4” x 5” postcard?
b. What would the dimensions be for a 5” x 7” postcard?
3. To print an 11” x 14” photograph at 600 DPI, what should the dimensions be in pixels?
4. A photograph is 1500x2000 pixels. When printing on a flyer at 200 DPI, how big will the image
end up being on paper?
5. What would the dimensions be in pixels of a photograph that covered the entire surface of a
newsletter that is 11” x 17” and printed at 300 DPI?
7
Copyright © Texas Education Agency, 2015. All Rights Reserved.
6. What are the dimensions (in inches) available when designing a half-page magazine ad, if the
margins are ½” and the magazine is 8 ½” x 11”?
a. What would be the dimensions for designing a quarter-page ad?
b. What would be the dimensions for designing an eighth-page ad?
7. How many images can you fit on a 5” x 7” postcard without having them overlap, if the images
are all 450x600 pixels, and the postcard is printed at 300 DPI with ¼” margins?
8. If a 3 column newsletter is 8 ½” wide and has ½” margins and ¼” alleys, how wide does each
column need to be when it is printed at 300 DPI?
9. What would the dimensions be in pixels of an image designed to wrap around a paperback
book from front to back, if the book is 3.5” x 6” with a ¾” spine (the book cover is to be printed
at 300 DPI)?
10. A standard CD cover is 4 ¾” x 4 ¾” printed at 300 DPI. You are working for a band who wants a
6 page booklet with a center page folding out to contain the lyrics of 12 songs (each page can
hold two songs). However, they want to keep the costs low and use the least amount of paper
possible. With standard, legal and 11” x 17” paper available, how many sheets of paper would
it take to print one booklet? What about 100 booklets?
8
Copyright © Texas Education Agency, 2015. All Rights Reserved.
The Math of Printing & Imaging
Practice Worksheet Answer Key
1. If a photograph’s image size is 2400x3000 pixels, what will the dimensions be in inches when it
is printed at a resolution of 300 DPI? 8” x 10”
2. A business card is 2” x 3.5”. When planning to print it at 300 DPI, what would the dimensions
be in pixels? 600x1050 pixels
a. What would the dimensions be for a 4” x 5” postcard? 1200x1500 pixels
b. What would the dimensions be for a 5” x 7” postcard? 1500x2100 pixels
3. To print an 11” x 14” photograph at 600 DPI, what should the dimensions be in pixels?
6600x8400 pixels
4. A photograph is 1500x2000 pixels. When printing on a flyer at 200 DPI, how big in inches will
the image end up being on paper? 7 ½” x 10”
5. What would the dimensions be in pixels of a photograph that covered the entire surface of a
newsletter that is 11” x 17” and printed at 300 DPI? 3300x5100 pixels
6. What are the dimensions (in inches) available when designing a half-page magazine ad, if the
margins are ½” and the magazine is 8 ½” x 11”? 7 ½” x 5”
a. What would be the dimensions for designing a quarter-page ad? 3 ¾” x 5”
b. What would be the dimensions for designing an eighth-page ad? 3 ¾” x 2 ½”
7. How many images can you fit on a 5” x 7” postcard without having them overlap, if the images
are all 450x600 pixels, and the postcard is printed at 300 DPI with ¼” margins? 6
8. If a 3 column newsletter is 8 ½” wide and has ½” margins and ¼” alleys, how wide does each
column need to be when it is printed at 300 DPI? 2 ⅓” or 700 pixels
9. What would the dimensions be in pixels of an image designed to wrap around a paperback
book from front to back, if the book is 3.5” x 6” with a ¾” spine (the book cover is to be printed
at 300 DPI)? 2325x1800 pixels
9
Copyright © Texas Education Agency, 2015. All Rights Reserved.
10. A standard CD cover is 4 ¾” x 4 ¾” printed at 300 DPI. You are working for a band who wants a
6 sheet booklet with a center page folding out to contain the lyrics of 12 songs (each page can
hold two songs). However, they want to keep the costs low and use the least amount of paper
possible. With standard, legal and 11” x 17” paper available, how many sheets of paper would
it take to print one booklet?
The best use of paper would be two 11” x 17” pieces of paper. The CD cover page and back
cover would be connected together (4 ¾” x 9 ½”) and folded. This would only take up part of
the large sheet of paper. The second page and the second to last page of the booklet would be
connected together (4 ¾” x 9 ½”) and folded as well. The total area to be printed would then
be 9 ½” x 9 ½”. Since the center page would need to be tri-folded to create 6 panels for 12
songs, it would need to be on a second piece of paper, because the image dimensions would
be 4 ¾” x 14 ¼”.
What about 100 booklets?
Using the system of printing above would leave space at the bottom of one 11” x 17” piece of
paper for another 4 ¾” x 9 ½” image. With 3 images per piece of paper it would take 33 sheets
to get 99 CD covers printed and 33 more sheets to get 99 of the second page. Add one more
sheet with each image side by side, and it takes 67 sheets to get the smaller images printed.
The tri-fold images will fit two per sheet as well, so it will take 50 sheets to meet the printing
requirement. The total number of 11” x 17” sheets to print 100 booklets is 117, representing
the least amount of paper possible.
10
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Newspaper Markup
4 Person Group Project hand-out
OBJECTIVE
Students will work together to create 4 pages of a newspaper without using a computer for
completing the layout. Elements of the newspaper, like the story text and images, can be created on
the computer; however the actual “markup” of the newspaper will be done by hand. This will
reinforce the principles of math in Printing & Imaging.
PROCEDURE
Your 4-person team will create 4 pages of a newspaper, doing the markup by hand.
First, brainstorm with the group to come up with a unique name for the newspaper.
Then decide which person will create the content for which page, based on the requirements.
The basic rules that will govern the content layout will also need to be determined.
After the content is created, it will need to be cut and prepared for compositing. Each student will
“markup” an entire page using a team member’s content. The actual “markup” will take lots of trial
and error to get it right. When all the pages are finished with “markup”, it will be time to print copies
(on newsprint if available) for the entire class. Each student will present the page they marked up,
explaining their methods.
MATERIALS NEEDED
 White butcher paper (to use as a base to create newspaper markup )
 Scissors, Pencils, Rulers
 White Markup tape
 Newsprint for finished copy to be printed
REQUIREMENTS:
 Content (Elements for Newspaper)
o Must be all original
o Each member creates one entire page
o Elements to include:
 Masthead (with volume and date info)
 Headline (image and story to go with it)
 Weather (with 7 day forecast, use of graphics)
 Classifieds (these are not ads)
 Obituaries
 At least 4 stories per page (with headers and author name)
 At least 2 images per page (front page will have 3 images) with captions
 At least 2 ads per page (max size 2 column, ¼ height)
 At least 2 sections besides news (e.g. Sports, Lifestyle, etc…)
11
Copyright © Texas Education Agency, 2015. All Rights Reserved.
REQUIREMENTS (cont.):
 Markup
o Each member does markup on different page using another student’s content.
o Graphic and Word Processing software can be used for elements but not for markup;
that must be done by hand, cutting out the elements and taping them in place using
precise measurements.
o Margins must be a ¼” and gutters must be straight.
o Fonts must be consistent in style and size throughout the paper.
 4 Pages
o Each page is vertical: 12” x 22”
o Total sheet size: 24” x 22”
o 5 column layout
o Justified type for stories
Be creative!
It will take a long time to properly “markup” the newspaper.
The hardest part of the project will be getting the prints made for the class.
Research local printers and see if they can print the newspapers.
12
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Newspaper Markup Presentation Rubric
Newspaper Name:
Name:
Teacher
ID#:
Date:
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
0-5
6-10
Audience cannot
understand
presentation
because there is no
sequence of
information
Audience has
difficulty
following
presentation
because student
jumps around
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student
occasional used
visuals that rarely
support text and
presentation.
Presentation had
three
misspellings
and/or
grammatical
errors.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
Points
11-15
16-20
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation has
no misspellings or
grammatical
errors.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
13
Copyright © Texas Education Agency, 2015. All Rights Reserved.