Bryan Phillips
Aurora University
Summer 2011
 High School Geometry Course
 Students 10th – 12th Grades (predominately 10th)
 Come from Lower Level Algebra Course
 Done Over 5 Class Periods (80 min in length)
 Not Done in Consecutive Periods
 Year Long Block (A/B Days)
 Takes Place During 4th Quarter




Already Know Pythagorean Theorem
Already Know Area/Circumference of Circles
Already Know Area of Regular Polygons
Already Know Volume of Prisms
 Hook: Youtube video on How Louisville Slugger
Started
http://www.youtube.com/watch?v=jroExgSSjzo
 Present Task #1
 Investigate on Louisville Website Pros vs. Cons of
Ash Wood vs. Maple Wood
 Students Complete Task #1
 Introduce Sine, Cosine, and Tangent Functions and
Their Inverses
 Guided Notes
 Homework: Kuta Software Wkst. (Right Triangle
Trig.) #2 – 24 evens
You have just been hired by Louisville Slugger to do
some site testing for their new baseball bats that they
would like to manufacture. They are having difficulty
deciding on which type of lumber they would like to use
in making their new bats. They have narrowed their
choices down between ash and maple. It is up to you to
research the pros and cons between the two, and
ultimately decide which route the company should go in
manufacturing their new product. To help you get started,
you should visit the Louisville Slugger Website:
http://www.slugger.com/technology/wood.html.
Ash
Pros
Cost of Ash per Ounce:
Maple
Cons
Pros
Cons
Cost of Maple per Ounce:
 Questions on Homework
 Hook: Youtube Video of
Ziplininghttp://www.youtube.com/watch?v=I9RfT1yBw6s&feature=related
 Discussion About Height They Started From
 Introduction to Angles of Elevation and Depression
 Guided Notes
 Youtube Video on How to Make a Clinometer
http://www.youtube.com/watch?v=GMLcU1Qknts
 Create Clinometers
 Homework: Angles of Elevation and Depression Worksheet #1 – 9 all
 Questions on Homework
 Hook: Youtube Video of How to Use a Clinometer
http://www.youtube.com/watch?v=LiNUI1R2gmI
 Present Task #2
 Go Outside to Take Measurements (working in pairs)
 Back Inside for Calculations
 Homework: Complete Task #2 Wkst. (individually)
Now that you have decided on which type of lumber
Louisville Slugger should use, it is time to investigate
how much wood we can get out of one tree to produce
the bats. In order to do this, you are going to need to go
out in the field and investigate heights of trees and
determine how much “good” wood you can obtain from
one tree. You will need to test three trees and use what
you know about Geometry in order to figure out how
much wood you can obtain. (Note: Make all calculations
in inches.)
Your height at eye level?
Tree # 1
“good”
Distance from tree:
Angle to Top:
Height of Tree:
a
Circumference:
Radius:
Area:
we can
your trees.
How can we determine how much
wood is in a tree?
Think about the shape of a tree. Which
formula would best depict the shape of
tree? What is the formula?
Calculate the amount of “good” wood
obtain on average from all of
 Questions on Homework
 Present Task #3
 Introduction to Volumes of Cylinders
 Guided Notes
 Demonstration of How Volume of a Cylinder is Similar to Volume
of a Rectangular Prism
 Youtube Video on Deriving the Volume Formula of a Cone
http://www.youtube.com/watch?v=QnVr_x7c79w
 Introduction to Volume of Cones
 Guided Notes
 Homework: Volumes of Cylinders and Cones Wkst. #1 – 7 all
 Questions on Homework
 Hook: Youtube Video on How Wood Baseball Bats
are Made
http://www.youtube.com/watch?v=ptyIxhiMvtM&fea
ture=related
 Students Complete Task #3 (in pairs)
 Once Complete, Students Working on Laptops to
Complete Summary
 Homework: Complete Task #3 (if needed) and
Complete Summary
In this task you are going to use the calculations from the
previous task to determine how many baseball bats you
can create from your “good” wood. Your goal is to make as
many 32” , 33” , and 34” bats as possible with your wood.
In order to make a 32” in bat, you are going to need to add
2” (i.e. a 34” bat now becomes a 38” bat) of wood to both
ends to run through the press that makes the bats. In this
given situation you have 10 feet of “good” wood to work
with. Complete the questions below pertaining to your
calculations from Task #2.
What is the amount of “good”
wood that you can use to create
your Louisville Slugger Bats?
Given the 10 ft of lumber that you
have to work with, is it possible to
create each length of bat using
the specifications stated above?
Explain your reasoning.
If it takes 3” in diameter to create
a baseball bat, how many bats
could you make given your radius
of the tree?
If you wanted to make each size
of bat, how many bats could you
make from this 10 ft section of
lumber? (Hint: Think tiers.)
32” bats:
33” bats:
34” bats:
Total # of bats:
If it costs $1.50 per inch to produce Ash bats and
$1.80 per inch to produce Maple bats, what reasonable
price should Louisville Slugger Charge for a:
a. 32” bat?
b. 33” bat?
c. 34” bat?
Ash:
Ash:
Ash:
Maple:
Maple:
Maple:
Explain your reasoning.
Using the information from Questions 4 and 5, what
is the maximum amount of money Louisville Slugger
could make from your 10 ft section of lumber in Ash
bats? What about Maple bats?
In a Word document, write your recommendations
to Louisville Slugger Bats about your investigation in
producing wood bats. Your report should include
pieces of information from the 3 Tasks you completed.
Remember, this is a sales pitch to them so they will
want to know details about the bat you selected and
how much money they could make. Your summary
should be no more than one
page, doublespaced.
The Common Core Practices that are evident
throughout this lesson are:
1. Make sense of problems and persevere in solving
them.
Task #3 – open ended questions
2.
Reason abstractly and quantitatively.
Task #2 – calculations
3. Construct viable arguments and critique the
reasoning of others.
Summary
The Common Core Practices that are evident
throughout this lesson are:
4.
Model with mathematics.
Task #2, Task #3, All of the Homework
5.
Use appropriate tools strategically.
Task #2 – measurements
6.
Attend to precision.
Task #2 – measurements, Task #3 calculations
The Common Core Practices that are evident
throughout this lesson are:
7.
Look for and make use of structure.
Not Present
8. Look for and express regularity in repeated
reasoning.
Not Present