╨╧рб▒с>■  OQ■   P                                                                                                                                                                                                                                                                                                                                                                                                                                                ье┴` Ё┐>bjbj╦s╦s .<йй>      д$    ,8T$╗nШШШШШШШШ:<<<<<<$)"hС$╞`ШШШШШ`ШШu╬╬╬ШШШ:╬Ш:╬╬:К,ШМ А/ ]╚ о:╢ 6Л0╗└RW%ш:W%W%$ШШ╬ШШШШШ``"мШШШ╗ШШШШ$$$d ИД$$$И$$$     House Remodeling Project This lesson combines aspects of Units: 4, 8, 15 & 29 of the Applied Math Ц CORD Curriculum. Unit 4 - Using Graphs, Charts, and Tables (Students create tables and graphs and justify their choice.) 1. Read tables. 2. Read and draw bar graphs. 3. Read circle graphs. 4. Read and draw line graphs. 5. Interpolate readings on a graph. 6. Extend a line graph so you can estimate more values..Unit 15 - Using Formulas to Solve Problems 1. Read and write a formula. 2. Rearrange the parts of a formula to fit your problem. 3. Substitute values into the formula and find an answer. 4. Use your calculator as you solve problems with formulas. Unit 8 - Working with Shapes in Three Dimensions 1. Identify cylinders, rectangular solids, cones, and spheres. 2. Calculate surface area and volume for cylinders, rectangular solids, cones, and spheres. 3. Solve problems that involve cylinders, rectangular solids, cones, and spheres. Unit 29 - Geometry in the Workplace 2 1. Apply solid geometry to problems that involve the volumes and surface areas of cylinders, cubes, spheres, cones, and frustums of cones. 2. Apply solid geometry principles to solve problems normally encountered in the workplace. 3. Draw auxiliary diagrams to help solve for an unknown dimension or an unknown angle. 4. Solve workplace problems in solid geometry that require a series of successive calculations to reach the final answer. COLLEGE READINESS STANDARDS Standard Two: Communication The student can interpret and communicate mathematical knowledge and relationships in both mathematical and everyday language. 2.1 Summarize and interpret mathematical information which may be in oral or written formats. a. Summarize and interpret many different types of graphs. b. Recognize and explain the meaning of information presented using mathematical notation. c. Create symbolic representations for situations described in everyday language. 2.2 Use symbols, diagrams, graphs, and words to clearly communicate mathematical ideas, reasoning, and their implications. a. Identify the variables and constants used. b. Identify units associated with these variables and constants. c. Use correct mathematical symbols, terminology, and notation. 2.3 Produce mathematically valid oral, written, and/or symbolic arguments to support a position or conclusion, using both mathematical and everyday language. a. Create explanations that are appropriate to the needs of the audience and the situation. b. Use appropriate details or evidence to support the explanation.  Standard Three: Connections The student extends mathematical thinking across mathematical content areas, and to other disciplines and real life situations. 3.1 Use mathematical ideas and strategies to analyze relationships within mathematics and in other disciplines and real life situations.a. Compare and contrast the different mathematical concepts and procedures that could be used to complete a particular task. b. Recognize patterns and apply mathematical concepts and procedures in other subject areas and real world situations.3.2 Understand the importance of mathematics as a language. a. Connect mathematical definitions and procedures with underlying math concepts. b. Transfer mathematical vocabulary, concepts, and procedures to other disciplinary contexts and the real world. c. Construct procedures and concepts from mathematical definitions.3.3 Make connections by using multiple representations, e.g., analytic, numeric, and geometric. a. Integrate mathematical content areas by using multiple representations. b. Use multiple representations to demonstrate understanding of links between math and other disciplines, and real world situations. Standard Seven: Algebra The student accurately describes and applies concepts and procedures from algebra. 7.3 Solve various types of equations and inequalities numerically, graphically, and algebraically; interpret solutions algebraically and in the context of the problem; distinguish between exact and approximate answers. [see GLE 1.5.6, grade 9/10]j. Solve literal equations (formulas) for a particular variable.  Part 1: Students go to Home Depot to price the items (materials, supplies, ad tools) they will need to complete a home remodel. Lesson Plan Part 2: Students examine the floor plan, calculate how much they will need of the materials (i.e. number of gallons of paint, sq.yds. of carpet, etc) create a table of all materials. Floor Plan worksheets Part 3: Students sort the materials and supplies into categories, determine the categoriesТ percentages, and create a graphical representation of those percentages, explaining why they chose that particular model. 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