CTAP 295 Teaching with Technology

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Stadiums Of America
Osvaldo Martinez
KMS,EC
FINAL PRESENTATION
CTAP 295 Teaching with Technology
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This would be a nice activity to do at the
beginning of spring, as the baseball season gets
underway. Students will be given two teams to
investigate. They will be asked to make a scaled
drawing of their teams stadium. One drawing
should fit on an 8½ x 11  piece of paper and the
second drawing should be on a regular size
construction paper. The students should come out
with the appropriate ratio and be able to explain
to the class why their ratio is the correct one.
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California's Mathematics Academic Standards Math
Measurement and Geometry       Seventh Grade   
1.0 Students choose appropriate units of
measure and use ratios to convert within and
between measurement systems to solve
problems      1.2 Construct and read drawings
and models made to scale.
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• Instructional Objectives
• Students need to find and write down the playing
  field dimensions for a pre-assigned baseball
  stadium.
• Students will scale actual field dimensions, so
  that the scaled dimensions fit in an 8 ½ x 11
  piece of paper.
• Students will make a scaled drawing of the
  baseball field on an 8 ½ x 11 piece of paper.
• Students will write a rationale on why they chose
  their specific dimensions.  It should include the
  math used to convert from the actual dimensions
  to the scaled dimensions.
• Upon request students will define 5 words out of
  a list of 8 that are components of the lesson.

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Student Activities Using one of the different
MLB stadiums, students will need to calculate the
correct proportion, so that a stadium's field
dimensions can fit inside an 8 ½ x 11 piece of
paper. The scaled drawing has to take up as much
of the paper as possible.  As a start up
activity, students will visit one of two web
sites for help. Introductory Activity  Pre Test
Model Vehicles                                   
                                                  
                             In groups of four,
students will receive a scale model. Using the
information that is supplied in the package
students will have to come up with the proper
dimensions of the given object. They will have to
explain to the class the rationale that they used
in coming up with the dimensions. Enabling
Activity(ies) Students will start of the lesson
by practicing analyzing a map.  Their first
activity will be to calculate the amount of miles
that a baseball team travels on an average road
trip. Activity 1 Culminating Activity Students
will pick a second baseball stadium to scale down
to fit on a ( ) construction paper.  They will
need to include their new calculations and their
rationale.  As students present their final
product to the class, they will need to answer a
series of questions about the importance of ratio
and proportion.
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INTERNET INTEGRATION
Successes Students were excited over the
lesson. It allowed me to present the material in
a non traditional format.

• Problems
• Main activity could not be done because web
  resources were no longer there.
• Students were not computer literate and that took
  time off from my lesson/

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LESSON PLAN REVISIONS

• Add questions
• Reserve a day for computer instruction
• Add web sources

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Lesson Implementation

• 3 Day lesson
• PreTest-Checked answers on the internet.
• Map activity. In the future will correct work
  from the web page.

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Student Performance
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Student Performance
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Chart 1
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Chart 2
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What I learned I learned a little about
integrating technology in the curriculum. I
still need to improve. Through CTAP, I have been
able to develop other activities to help my
students understand certain concepts. In terms
of the web, I have found ways to improve upon it.
What I created at the beginning was not what I
gave my students.
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Summary CTAP was a positive experience for both
my students and myself. The students enjoyed the
programs that I develop through CTAP. The
lesson, although I had some problems turned out
o.k. I ended up changing it a bit, but I thought
that it was for the better.