Needs Addressed

Instructional Need
The Problems Addressed by the Instruction

An alarming number of students are intimidated by mathematics. Many people almost brag as they proclaim, "I was never any good at math." Illiteracy is accompanied by shame, but innumeracy is accepted and expected.

This lesson is designed to be light-hearted, giving students an opportunity to become comfortable with math concepts, offering a chance at success in the math classroom. These are the higher goals of any effective math lesson, but more base and specific needs will be addressed as well.

The proposed lesson will address at least the following Texas Essential Knowledge Skills (TEKS):

TEKS Ch. 111 8.5(A) - estimate, find and justify solutions to application problems using appropriate tables, graphs and algebraic equations.
TEKS Ch. 111 8.7(B) - use geometric concepts and properties to solve problems in fields such as art and architecture.
TEKS Ch. 111 8.8(A) - find surface area of prisms and cylinders using concrete models and nets (two-dimensional models).
TEKS Ch. 111 8.8(B) - connect models to formulas for volume of prisms, cylinders, pyramids and cones.
TEKS Ch. 111 8.8(B) - estimate answers and use formulas to solve appropriate problems involving surface area and volume.
TEKS Ch. 111 8.10(A) - describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally.
TEKS Ch. 111 8.10(B) - describe the resulting effect on volulme when dimesions of a solid are changed proportionally.

Students will apply geometric and algebraic skills to a practical real-world problem. Students will have an opportunity to see both the significance and limitations of mathematics in solving problems.