APPRENTICESHIP AND WORKPLACE MATHEMATICS 10 “A few activities” Tuesday November 30th, 2010 Rollie Comeau Watson Lake Secondary School Tuesday November 30th, 2010 Rollie Comeau Watson Lake Secondary School ITSS:

ACTIVITY 1 My foot!

Activity 1 - My foot! / Specific Outcomes A to 2.3 (all in part) / Specific Outcomes A to 2.3 (all in part)

My Foot!

Activity 1 - My foot! (Part 1) / Form groups of three participants Material needed: / Activity 1 - My Foot data sheet / Pen/pencil / Ruler / Calculator

Activity 1 - My foot! / Place the Activity 1 - My Foot! data sheet on the floor next to your strong foot (i.e. left foot if you are left- handed)

Activity 1 - My foot! / Place the Activity 1 - My Foot! data sheet on the floor next to your strong foot (i.e. left foot if you are left- handed) / Remove your shoe and place foot on the page

Activity 1 - My foot! / Remove your shoe and place foot on the page / Trace the contour of your foot

Activity 1 - My foot! / Trace the contour of your foot / Put the shoe back on your foot and place the data sheet on your table

Activity 1 - My foot! / Put the shoe back on your foot and place the data sheet on your table / Place your strong thumb on the sheet of paper (thumbnail upward). DO NOT press firmly. Draw its outline.

Activity 1 - My foot! / Place your strong thumb on the sheet of paper (thumbnail upward). DO NOT press firmly. Draw its outline. / Write your name on top of the page

Activity 1 - My foot! / Write your name on top of the page / Determine the longest part of your foot on the sheet. Draw a line segment to show this.

Activity 1 - My foot! / Determine the longest part of your foot on the sheet. Draw a line segment to show this. / Determine the length of your foot in millimetres. Write this measurement above the line segment.

Activity 1 - My foot! / Determine the length of your foot in millimetres. Write this measurement above the line segment. / Determine the width of your thumb in millimetres.

Activity 1 - My foot! / Determine the width of your thumb in millimetres. / Write this measurement inside your thumb’s outline.

Activity 1 - My foot! / Write this measurement inside your thumb’s outline. / Exchange data sheet with your partners. Verify their measurements.

Activity 1 - My foot! / Exchange data sheet with your partners. Verify their measurements. / Place a checkmark next to their measurement(s), if you approve.

Activity 1 - My foot! / Place a checkmark next to their measurement(s) if you approve. / Place your correction(s) if you do not approve the original measurement(s). Place your initials next to the correction(s).

Activity 1 - My foot! / Place your correction(s) if you do not approve the original measurement(s). Place your initials next to the correction(s). / As a group, discuss possible corrections.

Activity 1 - My foot! / As a group, discuss possible corrections. / Divide the “foot length” by the “thumb width”. Record this quotient as a ratio to the nearest unit (i.e. 11:1 or 12:1) on your data sheet.

Activity 1 - My foot! / Divide the “foot length” by the “thumb width”. Record this quotient as a ratio to the nearest unit (i.e. 11:1 or 12:1) on your data sheet. / Send a member of your team to record the findings on the main classroom chalkboard.

Activity 1 - My foot! / Send a member of your team to record the findings on the main classroom chalkboard. / Determine the mean ratio for the class.

Activity 1 - My foot! / Determine the mean ratio for the class. / Compare this ratio to the imperial “one foot ruler”. / What do you notice?

FACT! The English word inch comes from Latin uncia meaning "one twelfth part” The English word inch comes from Latin uncia meaning "one twelfth part”

Activity 1 - My foot! (Part 2) / In the second part of this activity, you will start by measuring your arm span…

Activity 1 - My foot! / In the second part of this activity, you will start by measuring your arm span… / Partner 1 holds the zero end of the measuring tape at the end of the middle finger of your left hand.

Activity 1 - My foot! / Partner 1 holds the zero end of the measuring tape at the end of middle finger of your left hand. / Partner 2 extends the measuring tape to the middle finger of the right hand, behind your back, and determines the length of the arm span in millimetres.

Activity 1 - My foot! / Partner 2 extends the measuring tape to the middle finger of the right hand, behind your back, and determines the length of the arm span in millimetres. / Record the measurement. Repeat this procedure for every member of the group.

Activity 1 - My foot! / Record the measurement. Repeat this procedure for every member of the group. / Divide the arm span by 2. Record this new value as “Half of my arm span is ____ millimetres.”

Activity 1 - My foot! / Divide the arm span by 2. Record this new value as “Half of my arm span is ____ millimetres.” / Divide this new value by your “thumb” width. Record this quotient as: “My yard is ____ times my thumb’s width”

Activity 1 - My foot! / Divide this new value by your “thumb” width. Record this quotient as: “My yard is ____ times my thumb’s width” / Send a member of your team to record the findings on the main classroom chalkboard.

Activity 1 - My foot! / Send a member of your team to record the findings on the main classroom chalkboard. / Determine the mean ratio for “my yard: my thumb width” for the class (i.e. 35:1 or 36:1)

Activity 1 - My foot! / Determine the mean ratio for “my yard: my thumb width” for the class (i.e. 35:1 or 36:1) / What do you notice?

Activity 1 - My foot! / Imperial System Fact! / 1 foot is 12 inches / Imperial System Fact! / 1 foot is 12 inches / Imperial System Fact! / 1 yard is 3 feet