California Career and Technical Education Standards

• ED.C.C5.1 Understand the commands and concepts necessary for editing engineering drawings.
• ED.C.C5.2 Know the various object-altering techniques.
• ED.C.C5.3 Know the CADD components and the operational functions of CADD systems.
• ED.C.C5.4 Apply two-dimensional and three-dimensional CADD operations in creating working ...
• ED.C.C5.5 Understand how to determine properties of drawing objects.
• ED.FS.10.2 Understand the importance of technical and computer-aided technologies essential...
• ED.FS.11.0 Demonstration and Application
• ED.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ED.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
• M.8-12.G.10.0 Students compute areas of polygons, including rectangles, scalene triangles, equ...1
• M.8-12.G.11.0 Students determine how changes in dimensions affect the perimeter, area, and vol...1
• M.8-12.G.8.0 Students know, derive, and solve problems involving the perimeter, circumference...1

• Introduction - Hooks / Set

  On a half sheet of paper, student will be asked to draw a 3 different looking triangles (not different sized triangles),describe a triangle in their own words and locate a triangle in the
  classroom (describe, identify and locate in the classroom) or they could describe where one can find triangle outside the classroom.
• Lecture - Lecture

  Teacher draws a equilateral triangle and describe/lists its properties (equal sides and 60° angle corners).
  Teacher draws a isosceles triangle and describe/list its properties (two congruent legs and two congruent base angles).
  Teacher draws a acute triangle and describe/list its properties (all acute angles - angle less than 90°).
  Teacher draws a Scalene triangle and describe/list its properties (no sides congruent).
  Teacher draws an Obtuse triangle and describe/list its properties (one obtuse angle - bigger than 90°).
  Teacher draws a Right triangle and describe/list its properties (one right angle - 90°).
• Drawing Triangles in SketchUp - Demo / Modeling

  Teacher will demonstrate how to draw a the 6 different triangles using the line tool.
  Teacher will demonstrate how to draw an equilateral triangle using the polygon tool.
  Teacher will demonstrate how to put dimensions/measurements in
  their drawing (using the dimension tool) to verify the shape of their
  drawing.
• Activity 2A: My triangles - Lab / Shop

  Students will draw the 6 different triangles in sketchup.
  They will put dimension/measurements to verify their shapes.
• Triangular Prisms - Demo / Modeling

  Teacher will demonstrate how to create triangular prisms using the push/pull tool (with keyboard input).
  Teacher will re-demonstrate how to put dimensions/measurements in sketchup.
• Activity 2B: My Cube and Rectangular Prism - Lab / Shop

  Students will use the push/pull tool to convert their triangles into triangular prisms.
• Area, Perimeter, Surface area and volume - Lecture

  Teacher will demonstrate how to calculate base area, surface area and volume of cubes and prisms.

  • Triangle [ Go to Site ]
  • Triangle_area [ Go to Site ]
  • Volume [ Go to Site ]
• Activity 2C: My object calculations - Lab / Shop

  Students will calculate their objects base area, base perimeter and
  volume on a whole sheet of paper. They will need to include a freehand
  diagram of their object with measurements.
• Given an area & volume, draw me the shape - Lecture

  Teacher will demonstrate how to find the measures of an object with a
  given requirement of a base area and a given requirement for a volume.
• Closure - Assessment

  Teacher will ask students to write down their date of birth (month,day and year)
  
  Teacher will ask students to multiply their birth day (not the
  birth year) with 100 and this will be their base area requirement for a
  prism with an equilateral triangle base
  Teacher will ask students to multiply their birth day (not the
  birth year) with 150 and this will be their base area requirement for another triangular prism.
  
  Teacher will ask students to multiply their birth day and their
  birth year and this will be their volume requirement for their both triangular prisms.
  
  Teacher will tell Students that there will be a test (tomorrow if no time today) based on these requirements.

  • Skyscraper lesson 2 test.docx [ Download ]