GED 2002 Teachers Handbook of Lesson Plans
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1 GED 2002 Teachers Handbook of Lesson Plans Area/Skill - Mathematics Cognitive Skill Level - Application Correlation to Framework /05.15/05.16 Lesson Number - 17 Materials/Texts/Realia/Handouts Activity Title How Much Further Is It? Handout - US Map Goal/Objective Handout - Map Paper and pencils Students will use estimation to solve problems and assess the reasonableness of their answers. Rulers Atlases Lesson Outline Chart of map mileage distance Introduction Overhead Students will estimate the distance between points on a map visually. After estimating the distance, students will utilize a scale of miles and measure more exact distances. Activity Discuss the distance between various points in your local community. Expand the discussion to the area, state and county. Query the class regarding how far they have traveled and to see if they have a concept of distance. Extension Activity Distribute a state map and continue the estimation activity. Place a copy of a map of the US on the overhead and give each student a copy. Make sure the map has some geographic points marked. Tell the students to cover the scale of miles, or if you are using the overhead cover the scale of miles for the estimation exercise. Ask a student to name two points on the map. Ask other students to estimate the distance between these points. As the points are called, make a list and keep track of the estimates. After several points have been identified and estimated, uncover the scale of miles and tell students to complete accurate measurements between these points. Debriefing/Evaluation Activity Display a copy of a mileage chart and check the estimates and calculations made by the students. Discuss how well the three distances compare. Real-Life Connection Discuss the importance of distance estimation when scheduling appointments, making decisions regarding purchasing fuel and even the possibility of taking employment in other locations. Ask each student to explain how they determine when to leave home or work to get to class on time. Ask students to bring in maps and make estimates of distances and how long it would take to travel the distance based on information that can be obtained from map. ESE/ESOL Accommodations Provide students with larger scaled maps to determine distances. Prepare a step-by-step list of how to read legends on maps. Have students work cooperatively in small groups. GED 2002
2 GED 2002 Teachers Handbook of Lesson Plans Area/Skill - Mathematics Cognitive Skill Level - Application Correlation to Framework /05.15/05.16 Lesson Number - 17 Activity Title - How Much Further Is It? Introduction Ask: How far is it from your house to the school? Do you know the exact mileage or is that an estimate? Discuss that often we don t know the exact mileage to places, instead we estimate. Discuss how far certain well known locations are from the school. Expand the discussion to the state and county. Main Activity Ask: If we want to calculate exact mileage, what would we do? Sample answers may include using the odometer, a map and figuring the miles from the legend, going to the Internet and accessing programs such as MapQuest. Give students a copy of a map of the United States without a legend. On the overhead, place a map of the United States with the legend covered. Say: Let s see how good our estimating skills are. I am going to ask some of you to name two points on the map. Your task is to estimate the distance between those two points. Let s see who the Estimator of the Day is! When we are done estimating distance, we will then use a map legend and a mileage chart to see how well our distances compare. Have students estimate 4 to 5 different scenarios. Discuss the importance of estimating distance and time when one needs to be somewhere on time. Follow-Up Lessons/Activities Have students continue the estimation activity with a state map. GED 2002 Direct Training
3 Salem Olympia WASHINGTON OREGON NEVADA Carson City Sacramento Helena Boise IDAHO Salt Lake City UTAH MONTANA WYOMING Cheyenne Denver COLORADO NORTH DAKOTA Pierre Bismarck SOUTH DAKOTA NEBRASKA KANSAS Lincoln Topeka Augusta VERMONT Montpelier MINNESOTA Concord NEW HAMPSHIRE Albany Boston MASSACHUSETTS Hartford Providence St. Paul WISCONSIN NEW YORK RHODE ISLAND CONNECTICUT MICHIGAN Madison PENNSYLVANIA Lansing Trenton Harrisburg NEW JERSEY IOWA OHIO Dover INDIANA Des Moines Columbus Annapolis DELAWARE ILLINOIS Indianapolis Washington DC MARYLAND MISSOURI Jefferson City Springfield Frankfort KENTUCKY Charleston WEST Richmond VIRGINIA VIRGINIA Raleigh MAINE CALIFORNIA ARIZONA Phoenix NEW MEXICO Santa Fe OKLAHOMA Oklahoma City TEXAS ARKANSAS Little Rock LOUISIANA Baton Rouge Nashville TENNESSEE ALABAMA MISSISSIPPI Montgomery Jackson NORTH CAROLINA SOUTH CAROLINA Columbia Atlanta GEORGIA Tallahassee FLORIDA Austin ALASKA Juneau Honolulu HAWAII State Capitals of the U.S. (not to scale)
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