1 Hook/Attention Getter
On the board or slide display the following question:
"Are tattoos math?"
As students start the lesson have them reflect on the question above and jot down a few notes. Then have students share their thoughts with their group or team. As they discuss walk around and listen as an active member of each team. Given them 5-10 minutes depending on the depth of the discussion and the depth of the questions the teams are coming up with. Hold them accountable for their conversations. Have them document their questions and discussions on a padlet.
After the 5-10 minutes call on a student from each group to quickly report out their thoughts and questions. Limit each team to 3 minutes. Have other teams help to determine if the questions asked met the level they put them as and if they don't have them help to re-write them to the level.
After the discussion show the video from CBS on Tattoos as art. Have them add take notes from the video that they will add to the padlet as evidence.
1. Think independently about the question of the board. Write your thoughts in your notebook.
2. Share your thoughts with your team or group
3. Come up with 4 questions your group has about the question- 1 for each level of questions.
4. Capture your thoughts and questions on Padlet. Remember to title your box as either Questions or Thoughts with your team name or number. For question be sure to write them as:
1. Level 1 Question:
2. Level 2 Question:
3. Level 3 Question:
5. Be prepared to share out to the class what your team thought about the question and to share your group's questions.
6. During the video take notes as evidence to answer the question.
2 Explore Learning
State to students that they will not become tattoo artists but before they get their first client they need to prove they understand how many tattoos can fit into a designated area. To do this they must complete a sample using their own arm.
Find four different sized images that could be used as a tattoo. Place them onto a piece of paper and copy a few for each student. Give each student a blank piece of paper, the directions, and the tattoo sheets you copied. Each student will need a minimum of 2 of the tattoo sheets. Have more on hand in case students need them.
Students work in groups to complete their instructions. As they are working you should be walking around and monitoring their progress. Also post the following questions that will be used for a verbal assessment for each group. A verbal assessment allows for accountability of each team member. To complete a verbal assessment go to each group when they say they are ready and ask one of the questions to one student. If they get the answer right move on to the next student in the group and ask them a different question. Continue that pattern until everyone in the group has answered a question successfully. If a student gets the answer wrong ask them to study the questions and answers again and let you know when they are ready. When you return ask a different question then you did before to each student.
After groups have passed their verbal assessment choose a few students to share out their findings focusing on how they got their answers.
Verbal Assessment Questions:
1. What is the best way mathematically to figure out what is the maximum amount of tattoos you can put on your forearm?
2. What is the best way mathematically to figure out how many of each tattoo you can fit on your forearm?
3. Explain the steps needed to multiple decimals.
4. Explain the process needed to add decimals
5. Explain the process needed to subject decimals
How does a tattoo artist use math?
1. Measure your forearm to the nearest centimeter.
2. Measure each tattoo on the tattoo sample sheet.
3. Draw two lines the length of your forearm on your blank paper.
4. Cut out each tattoo on the tattoo sheet
5. Use the models to show your answers. Draw each solution in your notebook
6. Complete the questions below:
1. What is the length of your forearm: ______________ cm
2. What is the length of the first tattoo: _____________ cm
3. What is the length of the second tattoo: __________ cm
4. What is the length of the third tattoo: _____________ cm
5. What is the length of the fourth tattoo: ___________ cm
6. What is the maximum number of tattoos you can put on your forearm: ____________________________
7. How did you come up with that answer?
8. Model the look of those tattoos on your paper and then draw that model in your notebook
9. What is the minimum number of tattoos you can put on your arm with the least amount of space left? _____________ How much space is left on your arm? _______________
10. How did you get that answer? Model it on your paper and draw the model in your notebook
11. How many of each tattoo can you put on your arm>
1. How many of the 1st tattoo? ________________
2. How did you get your answer?
3. How many of the 2nd tattoo? _______________
4. How did you get your answer?
5. How many of the 3rd tattoo? _______________
6. How did you get your answer?
7. How many of the 4th tattoo? _______________
8. How did you get your answer?
Based on your arm what is the best looking tattoo combination that you would put on your arm? Why? How do you know it will fit?
3 Direct Instruction
Review the process and steps needed for adding decimals, subtracting decimals, and multiplying decimals using this Powtoons video
Have students take notes on each process.
Take notes from the video into your notebook
4 Assess Learning
Have students master their tattoo skills by finding images online that they could use to create a tattoo that covers their back. The key is another student will need to measure their back. The answer must include a model of the tattoo images, final sizes, etc. Students can choose to use either Adobe Voice or Adobe Slate.
Master your tattoo skills by finding images online that they could use to create a tattoo that covers your back. The key is another student will need to measure their back. The answer must include a model of the tattoo images, final sizes, etc. you can choose to use either Adobe Voice or Adobe Slate.