McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
INTRODUCTION OF MATHEMATICAL CONCEPTS: A TWO LESSON
PLAN EXERCISE RELATING TO THE GROUP UNIT PLAN
CONTEXT – THE PLAN AND THE STUDENTS

THE GROUP UNIT PLAN DESIGNED BY ALESSIO GIANCOLE , ELIZABETH VIRGINILLO , MARY OWEN AND RENA
FORTE REVOLVES AROUND BOTH A MATHEMATICAL AND SCIENTIFIC VIEW . THIS PLAN REQUIRES THE
MATHEMATICS TEACHER AND THE SCIENCE TEACHER TO TAKE ON THIS GROUP UNIT PROJECT TOGETHER AS IT
INCORPORATES CLIMATE AND ELECTRIC INFORMATION FROM THE SCIENCE CURRICULUM AS WELL AS AREA ,
SPACE AND VOLUMES FROM THE MATH CURRICULUM. T HE STUDENTS WILL BE ASKED TO BUILD A SPECIFIC
PLAN OF A DREAM HOUSE WITH BUDGET RESTRICTIONS. ONCE THIS PROJECT IS DONE , THEY WILL HOST AN
“OPEN HOUSE” EVENT IN WHICH THEY WILL TRY TO SELL THEIR HOUSE AS THE BEST HOUSE .

THE GROUP UNIT PLAN WAS CREATED IN THE CONTEXT OF HAPPENING IN A PRIVATE HIGH SCHOOL IN THE
WEST ISLAND OF M ONTREAL . THIS WOULD IMPLY THAT THE STUDENTS ARE FROM MIDDLE TO UPPER CLASS
AND THEREFORE OWN BASIC TECHNOLOGICAL RESOURCES , SUCH AS A COMPUTER , BOTH AT SCHOOL AND AT
HOME . THIS PLAN WAS ALSO ORIENTED TOWARDS SECONDARY 4 STUDENTS.
ESSENTIAL QUESTION AND SUB-QUESTION
THE ESSENTIAL QUESTION THAT WAS CHOSEN FOR THE GROUP UNIT PLAN WAS “HOW MUCH DO I NEED?” THE SUBQUESTION, WHICH THE LESSON PLANS WILL BE REFERRING TO IS “WHAT IS THE MOST I CAN GET FOR THE LEAST ?”
THIS SUB-QUESTION WILL BE EXPLORED THROUGH A MATHEMATICAL PROBLEM IN WHICH THERE WILL BE A DESIRED
OBJECT TO BUILD AND SEVERAL MATERIALS AND SITUATIONS IN ORDER TO BUILD THIS OBJECT . THE STUDENTS WILL BE
ASKED TO CALCULATE THE MOST EFFICIENT OUTCOME .
BROAD AREA OF LEARNING
THE BROAD AREA OF LEARNING RELEVANT TO THIS PROJECT IS “ENVIRONMENTAL AWARENESS AND CONSUMER
RIGHTS AND RESPONSIBILITIES - CONSUMER STRATEGIES FOR THE RESPONSIBLE USE OF GOODS AND SERVICES”. THIS
AREA WILL BE EXPLORED THROUGH A MATHEMATICAL THE SAME PROBLEM MENTIONED ABOVE AS THE STUDENTS WILL
BE GIVEN A BUDGET FOR ENVIRONMENTAL MATERIALS.
CROSS-CURRICULAR COMPETENCY
THE SELECTED CROSS -CURRICULAR COMPETENCY FOR THESE LESSON PLANS IS THE ABILITY TO SOLVE PROBLEMS . THIS
WILL BE DEVELOPED BY ASSIGNING THE STUDENTS TO SOLVE VARIOUS PROBLEMS IN ORDER TO ANSWER THE SUB QUESTION.
McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
KEY FEATURES AND EVALUATION CRITERIA
CONTENT EXPLORED AND REQUIRED TO COMPLETE THESE 2 LESSON PLANS
REFERRING TO THE QEP MATHEMATICS CYCLE TWO SECONDARY PROGRAM PAGES 67 AND 92, THESE LESSON PLANS
WILL BE USING FIRST -D EGREE INEQUALITY IN TWO VARIABLES FROM ALBEGRA AND M ETRIC RELATIONS AND
TRIGONOMETRIC RATIOS FROM GEOMETRY .
http://www1.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/en/6b_QEP _M
ath.pdf
McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
LESSON PREPERATION 1
THE TEACHER WILL NEED TO RESERVE THE USE OF A PROJECTOR AND A LAPTOP IS THEY DO NOT HAVE ONE OF THEIR
OWN. THE TEACHER WILL NEED TO LOOK AT DIFFERENT REAL ESTATE SITES AND CHOOSE 3 HOUSES OF LOWER CLASS,
MIDDLE CLASS AND UPPER CLASS .
CLASS 1
ENGAGE THE STUDENTS
TO ENGAGE THE STUDENTS’ CURIOSITY , THE TEACHER WILL TURN ON THE PROJECTOR AND OPEN A REAL ESTATE PAGE
TO SHOW HOUSES WITH DIFFERENT PRICE RANGES (UPPER CLASS , M IDDLE CLASS AND L OWER CLASS ). THEY WILL
THEN ASK THE CLASS HOW MUCH THEY THINK THE HOUSE IS WORTH AND ASK WHICH THEY WOULD PREFER TO OWN .
THE TEACHER WILL CHOOSE THE HOUSE THE STUDENTS HAVE PICKED AS THE BASE EXAMPLE OF THE MATERIAL .
EXPLAIN THE THEORY
THE TEACHER WILL PROCEED BY EXPLAINING THE THEORY OF FIRST -DEGREE INEQUALITY IN TWO VARIABLES, PUTTING
ASIDE THE IDEA OF THE HOUSE FOR THE MOMENT .
ONCE THE BASIC THEORY IS EXPLAINED, THE TEACHER WILL CREATE A BASIC EXAMPLE OF A BUDGET PROBLEM MOVING
TO THE LIVING ROOM PICTURE OF THE CHOSEN HOUSE ON THE PROJECTOR . THE STUDENTS WILL BE ASKED TO SOLVE
THE FOLLOWING PROBLEM.
EX: ELLIE, THE PROUD OWNER OF THIS HOUSE , WANTS TO CHANGE HER FLOORING. SHE CAN EITHER USE
CARPET , WHICH IS SOLD AT 4$/ FOOT 2, OR SHE CAN USE WOOD , WHICH IS SOLD AT 6$/ FOOT2. HER LIVING
ROOM HAS BEEN CALCULATED TO BE 140 FEET 2. IT ALSO COSTS 100$ TO GET THE FLOOR INSTALLED . ELLIE
WOULD PREFER HAVING THE WOOD FLOORING , BUT SHE DOESN ’T WANT TO SPEND OVER 1000$ ON THIS
NEW FLOOR . WILL SHE BE ABLE TO BUY THE WOOD FLOORING ? OR WILL SHE HAVE TO GO WITH THE
CARPET ?
ANS: Y = COST OF THE NEW FLOOR
X = COST OF THE MATERIAL USED
1000 > Y = 140X + 100
140(6)+100 = 940 < 1000
YES! SHE WILL HAVE ENOUGH TO GET THE WOOD
TO FURTHER UNDERSTAND THE THEORY PRESENTED , THE TEACHER WILL TAKE THE SAME EXAMPLE BUT OMITTING
SOME INFORMATION AND ADDING MORE RESTRICTIONS. THE STUDENTS WILL BE ASKED TO SOLVE THE FOLLOWING
PROBLEM.
EX: ANDREW, ELLIE’S FRIEND, WANTS TO ESTABLISH THE PRICE RANGE FOR ELLIE TO CHANGE HER
FLOORING . HE KNOWS THAT IT COSTS 100$ TO GET IT INSTALLED AND THAT IT COSTS 6$/ FOOT 2 TO GET THE
WOOD. HOWEVER , HE DOES NOT KNOW THE MAXIMUM BUDGET THAT ELLIE HAS NOR THE SIZE OF HER
LIVING ROOM . GRAPH THE PRICE RANGE THAT ANDREW WANTS TO ESTABLISH .
McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
ANS: Y = MAXIMUM BUDGET
X = SIZE OF THE ROOM
NEED TO FIND THE INEQUALITY : Y > 6X +100
TO CERTIFY THIS ANSWER, THE TEACHER WILL OPEN A GOOGLE TAB ON THE LAPTOP SHOWING ON THE PROJECTOR
AND ENTER THE EQUATION (I.E Y = 6 X+100) INTO THE SEARCH BAR . GOOGLE AUTOMATICALLY COMES OUT WITH A
GRAPH OF THIS EQUATION. THIS GIVES THE STUDENTS A TOOL TO USE FOR FUTURE PROBLEMS AS WELL .
LESSON PREPERATION 2
THE TEACHER WILL NEED TO RESERVE THE USE OF A PROJECTOR AND COMPUTER (IF THE TEACHER DOES NOT OWN A
LAPTOP TO BRING FROM HOME ).
CLASS 2
ENGAGE THE STUDENTS
THE TEACHER WILL OPEN UP THE PICTURE OF THE HOUSE THEY HAD CHOSEN IN A PRIOR CLASS AND WILL ZOOM IN ON
THE ROOF, ASKING THE STUDENTS THE SHAPES PRESENT . NOW LET 'S SAY YOU WANT TO BUILD THE ROOF ONLY OUT
OF TRIANGLES , WHAT WOULD YOU NEED TO CALCULATE ?
EXPLAIN THE THEORY
THE TEACHER WILL ANNOUNCE THE ANSWER TO THAT QUESTION - ANGLES, AND FOLLOW BY EXPLAINING THE THEORY
OF SINE , COSINE AND TANGENT (SOH-CAH-TOA).
McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
ONCE THE CONCEPTS HAVE BEEN EXPLAINED , THE TEACHER WILL DRAW OUT A SIMPLE VERSION OF THE HOUSE 'S ROOF
ON THE BOARD AND IDENTIFY CERTAIN MEASUREMENTS AND CERTAIN ANGLES.
EX:
THE STUDENTS WILL BE ASKED TO COMPLETE THE DIAGRAM BY ADDING ALL OF THE MISSING ANGLES AND
MEASUREMENTS USING SOH-CAH-TOA.
ANS:
NOW SUPPOSE YOU WANT TO SPLIT THE RECTANGLE INTO 4 EQUAL TRIANGLES , WHAT WOULD BE THEIR ANGLES AND
MEASUREMENTS ?
McGill University
Faculty of Education
Media Technology and Education
Rena Forte 260581885
END OF CLASS FUN
THE TEACHER WILL GOOGLE "HOW MANY TRIANGLES CAN YOU SEE ?" AND DISPLAY THE FOLLOWING PICTURE (OR
SOME SIMILAR IMAGE ) AND ASK THE STUDENTS HOW MANY TRIANGLES THEY CAN IDENTIFY . ANS: 13
INTEGRATING TECHNOLOGY
TECHNOLOGY WAS USED IN THESE TWO LESSON PLANS TO GRAB THE STUDENTS' ATTENTION AND INTRODUCE THEM
AN EASY MATHEMATICAL TOOL . THE FIRST USE WAS THE SHOWING OF THE HOUSES FROM A REAL ESTATE WEBSITE ,
THIS CONNECTS MATHEMATIC SITUATIONS TO A REAL CONCRETE EXAMPLE AS THEY CAN SEE THE HOUSE , THE LIVING
ROOM AND THE ROOF . THE SECOND USE WAS UTILIZING GOOGLE GRAPHS TO SIMPLIFY THE STUDENTS' LIVES BY
HAVING TO SIMPLY ENTER THE EQUATION AND BEING ABLE TO SEE THE GRAPH . THESE USES FALL UNDER THE MODEL
OF TECHNOLOGY OPERATIONS AND RESEARCH & INFORMATION FROM THE ISTE NETS (TEACHER TECHNOLOGY
STANDARDS).