STAGE ONE: ENGAGE
Have students read the information regarding the task (task sheet 11) independently before facilitating a group discussion about the information provided. Encourage students to ask questions about any aspects of the situation with which they are unfamiliar (homeowner’s association, concrete, asphalt, four-square, proposal, scale, proportion, etc.). Allow for adequate discussion time in order to set students up for success with the task. Pose the following questions…
1. In what format might a proposal to the homeowner’s association be? Why would you choose this format? What are other acceptable formats? What formats may not be acceptable, and why?
2. Why is creating a proposal that includes precise calculations an important skill to have?
3. Notice that concrete and asphalt are sold in yards. Yards are linear, and concrete and asphalt have depth. One yard (as referred to when discussing concrete and asphalt) is a section that is 10 ft. by 10 ft. by 4 in. How might this language confuse people who are purchasing these materials?
4. Both the four-square court(s) and the basketball court will be the standard 4 inches deep. How will you make the courts safe for players who run out of bounds? (possible responses….pave an area that is larger than the actual court size so players don’t step off a 4-in. step to the ground, provide a border of mulch of some material that is level with the court, etc.)
5. Anna realizes that her court will not be full size (84’ x 50’) because she wants to add at least one full size (16’ x 16’) four-square court. If she plans to keep the side lengths proportional to those of a full size high school basketball court, what are some possible dimensions for Anna’s court? How do you know they are proportional?
6. The proposals will be presented to adults on the homeowner’s association. What will you include in the proposals to help persuade your adult audience to choose your proposal? What factors will adults consider most? (cost, aesthetics, benefits to community, etc.)
Have students read the information regarding the task (task sheet 11) independently before facilitating a group discussion about the information provided. Encourage students to ask questions about any aspects of the situation with which they are unfamiliar (homeowner’s association, concrete, asphalt, four-square, proposal, scale, proportion, etc.). Allow for adequate discussion time in order to set students up for success with the task. Pose the following questions…
1. In what format might a proposal to the homeowner’s association be? Why would you choose this format? What are other acceptable formats? What formats may not be acceptable, and why?
2. Why is creating a proposal that includes precise calculations an important skill to have?
3. Notice that concrete and asphalt are sold in yards. Yards are linear, and concrete and asphalt have depth. One yard (as referred to when discussing concrete and asphalt) is a section that is 10 ft. by 10 ft. by 4 in. How might this language confuse people who are purchasing these materials?
4. Both the four-square court(s) and the basketball court will be the standard 4 inches deep. How will you make the courts safe for players who run out of bounds? (possible responses….pave an area that is larger than the actual court size so players don’t step off a 4-in. step to the ground, provide a border of mulch of some material that is level with the court, etc.)
5. Anna realizes that her court will not be full size (84’ x 50’) because she wants to add at least one full size (16’ x 16’) four-square court. If she plans to keep the side lengths proportional to those of a full size high school basketball court, what are some possible dimensions for Anna’s court? How do you know they are proportional?
6. The proposals will be presented to adults on the homeowner’s association. What will you include in the proposals to help persuade your adult audience to choose your proposal? What factors will adults consider most? (cost, aesthetics, benefits to community, etc.)