Career Academy Integrated Unit Plan
Academy Name: Drafting and Trade Related Occupations
School: Deltona High School
Integrated Unit Plan Title: Pyramids, cones, prisms, and cylinders
Courses to integrate: Algebra 2, Drafting II
Grade Level: 10-11
Timeline & Duration: Algebra 2 – 1 day; Drafting – 3 days
Unit Summary: Algebra 2 students will use surface area and volume in real life situations; Drafting students will develop
patterns for various solids.
Overview of Activities/Lessons per Course
Course
Activity/Lesson
Activity/Lesson
Algebra 2
Drafting II
Review of formulas for
surface area and
volume
Develop patterns for
objects using
dimensions provided
Design appropriate
size products for the
end use
Lesson Instructions for ___Algebra_2____:
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): MA.B.1.4.1, MA.B.2.4.1,
MA.B.3.4.1, MA.C.2.4.1, MA.C.2.4.2, MA.C.3.4.1
Rigor & Relevance (quadrant): B, D
Instructions to Teacher: Introduce and review formulas for surface area and volume of solids focusing on prisms, cones,
and pyramids. Review of area of regular polygons A = ½aP. The instructor should use various examples found in the text
as a practice/indoctrination of the method of computation of Area and Volume. Once the students are familiar with the
method of computation, the instructor will issue the provided solid objects to the students so that they can measure the
area and volume of the five selected objects. The results and work shown should be recorded on the Area and Volume
Worksheet (that the instructor has passed to each student) next to the specific picture of the measured solid.
*The instructor may have to review the use and reading of a twelve inch ruler to reemphasize measuring methods. There
will also be an available handout to help the students read the ruler; Measuring Practice.
*During the lesson the instructor should include the HVAC Career Connection as a user of this type of math for measuring
the volumes and/or areas of rooms in houses to provide the necessary size Air Conditioning unit for the home.
Instructions to Students: Following the instructions from the review and text, find the surface area and volume of the
selected prisms, cylinders, pyramids and cones found on pages 70-79. Using the solid objects and twelve inch ruler
provided by the instructor, measure each of the objects and record the Area and Volume in the space provided. The
student should record their work on the worksheet for review of method.
Instructions for Student Accommodations: per individual student IEP, Students may need to be divided into very small
groups (2-3) to accommodate those that find the use and reading of the ruler challenging.
Assessment for Activity: graded for correctness, direct questioning, review, class discussion
Approximate Length of Time for Activity: 1 day
Materials Needed: student notebook, pencil, worksheet
Lesson Instructions for ___Drafting II__:
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): 3.01, 3.02, 6.01, 7.03, 8.04,
9.04,
Rigor & Relevance (quadrant): B D
Instructions to Teacher: Day 1 – Define pattern development; 1.) Use the Exploring Drafting text as a guide to
demonstrate the method of creating a pattern for specific shapes of prisms. Use several examples found in the room as reenforcers of why/who/how these methods are applied in the world. 2.) Explain the method of Parallel Line development of
an object using the information found in the text. The instructor should note that there will be terms that need to be
reviewed during the instruction (Parallel and Perpendicular). 3.) Instruct the students to draw a simple a pattern using
parallel line development methods (use fig #1 found at the end of the chapter). Introduce the students to the Auxiliary View
of an object and how it is used on figure #3. Reiterate the reason for the view and how it relates to true length found in the
front view. Demonstrate methods of construction using offset or tangent circles. 4.) Instruct the students to draw a simple a
pattern using parallel line development methods for a truncated prism (use fig #3 found at the end of the chapter)
Day 2 – Explain the radial line development method for construction of cones and pyramids using the Exploring Drafting
text as a resource. The instructor should note that there will be terms that need to be reviewed during the instruction (Arc
length, True Length, Chord.). The instructor should have examples of cone and pyramid construction sheet metal pieces
as a demonstration of work applications. Review example patterns to reinforce development method (pyramid, cone). The
instructor will then assign figure 4 from the chapter as an example of pyramid construction when the pyramid has a square
base. Once again the instructor should be reinforcing the ideas of the terms parallel and perpendicular when used in the
case of line of sight. The instructor should then demonstrate the method of construction of a pyramid that has a
rectangular base and emphasize the need for a true length line to find the arc length for the pattern. The instructor will then
assign figure #7 from the text for the student to draw.
Day 3 – Review the methods of radial line development and their applications to the patterns assigned. Explain the
method of development for cone using the Exploring Drafting Text as a reference. The instructor should review the use of
chord length of a circle to determine the length/circumference of the base for the cone. The instructor should then assign
figure #5 as a re-enforcer to the radial line method of construction. Have students print, cut out, and assemble assigned
patterns.
Instructions to Students: Students are encouraged to interact throughout the lesson. Students will be allowed to use
AutoCAD® for all drawings. The student will use the methods taught to draw selected assignments. They will then print and
assemble the geometric objects to calculate the volume and surface area of each of the objects.
Day 1 – Definition of pattern development; 1.) Use the Exploring Drafting text as a guide to demonstrate the method of
creating a pattern for specific shapes of prisms. The instructor will use several examples found in the room as re-enforcers
of why/who/how these methods are applied in the world and these should be recorded in student notebook. 2.) Take notes
on the explanation of the method of Parallel Line development of an object using the information found in the text. The
instructor will note that there will are terms that need to be reviewed during the instruction (Parallel and Perpendicular). 3.)
The students are to draw a simple a pattern using parallel line development methods (use fig #1 found at the end of the
chapter). Introduction of the Auxiliary View of an object and how it is used on figure #3 will be provided by the instructor
and notes should be recorded in the notebook. Reiteration of the reason for the view and how it relates to true length found
in the front view. Demonstration of the methods of construction using offset or tangent circles will be provided. 4.) The
student will draw a simple a pattern using parallel line development methods for a truncated prism (use fig #3 found at the
end of the chapter)
Day 2 – Explanation of the radial line development method for construction of cones and pyramids using the Exploring
Drafting text as a resource will be provided and students should record these methods in their notebook. The instructor
should will emphasize terms that need to be reviewed during the instruction (Arc length, True Length, Chord.) and students
should record definitions and examples in their notebook. The instructor will have examples of cone and pyramid
construction sheet metal pieces as a demonstration of work applications. The instructor will then assign figure 4 from the
chapter as an example of pyramid construction when the pyramid has a square base. Once again the student should be
using the ideas of the terms parallel and perpendicular when used in the case of line of sight. The instructor should then
demonstrate the method of construction of a pyramid that has a rectangular base and emphasize the need for a true
length line to find the arc length for the pattern while the student records this method in the notebook. The instructor will
then assign figure #7 from the text for the student to draw.
Day 3 – A review the methods of radial line development and their applications to the patterns assigned for the student to
ask questions. Explanation of the method of development for cone using the Exploring Drafting Text as a reference will be
provided and notes should be taken. The instructor will demonstrate the use of chord length of a circle to determine the
length/circumference of the base for the cone. The instructor will then assign figure #5 as a re-enforcer to the radial line
method of construction for the student to draw. Students print, cut out, and assemble assigned patterns.
Instructions for Student Accommodations: per individual student IEP
Assessment for Activity: : graded for correctness, review, class discussion
Approximate Length of Time for Activity: 3 days
Materials Needed: Drafting table, drafting tools, card stock, drafting pencil, computer, printer, Exploring Drafting Text
Resources Needed: calculator, AutoCAD®