Algebra Textbook Volume 1 Student Edition wc

Practice 2.12B 9) .54 ÷ .9 = Name _________________________________
1) .4 − .17 = 17) .0009 x .06 =

2) .0072 ÷ .008 = 10) .03 x .6 = 18) .723 + .277 =

3) .4 x .007 = 11) .05 + 14 + .2 = 19) 42 ÷ .07 =

4) 3 − .046 = 12) .036 ÷ .004 = 20) .09 x .07 =

5) 4.2 ÷.006 = 13) .008 x .006 = 21) .64 ÷ 80 =

6) .8 x 7 = 14) .1 − .045 = 22) .006 x .4 =

7) .0035 ÷ .05 = 15) 9 x .007 = 23) .03 − .0062 =

8) 5 x 1.1 = 16) .0024 ÷ 8 = 24) .249 + .75 =

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Practice 2.12 C Name__________________________________
1) .26 + .548 =
9) .036 ÷ 40 = 17) 2 x 1.3 =

2) .06 − .0049 = 10) .8 x .006 = 18) .0035 ÷ .07 =

3) .8 x .007 = 11) .01 − .00064 = 19) .7 x 3 =

4) .72 ÷ .009 = 12) .006 x .007 = 20) 4.8 ÷ .008 =

5) .05 x .03 = 13) .048 ÷ .06 = 21) 3 − .024 =

6) 54 ÷ .06 = 14) .08 + .4 + 16 = 22) .3 x .008 =

7) .452 + .548 = 15) .04 x .7 = 23) .0063 ÷ .009 =

8) .08 x .0004 = 16) .24 ÷ .6 = 24) .4 − .18 =

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2.12 E Architectural Modeling – Decimal and Equivalent Exploration
Teacher Notes

1. This lesson is a two-day lesson. Students should research and draw their model
on Day One and Build the model on Day Two.

2. Building the model can be difficult. You will need to model the actual building of
the St. Louis Arch which will serve as their example. Be certain to go over
a. The entire process – thinking aloud as you go so that students can
understand how to think through the construction.
b. Read the St. Louis Arch example, pointing out
i. Both metric and English dimensions are listed
ii. The paragraphs are paraphrased, with one quote
iii. The “My Building” section lists all of their new metric dimensions
iv. Sources are numbered.
1. The source where the quote came from is cited within the
paragraph. (#3)
2. The source where the picture came from is also cited (#5)

3. For the written component of the project. Be certain to go over
a. Paraphrasing vs Quoting.
b. Citations.
i. Content: Students are expected to cite all sources (where they
found information, not just the source that was quoted).
ii. Format: You can require APA style citations or simply a pasting of
the appropriate url as in the example.
c. Remind students that Wikipedia will not count as a creditable source. You
may or may not want to explain that anyone can contribute to Wikipedia;
facts are not substantiated for accuracy.

4. Don’t expect perfection in the models; the point of the exercise is twofold: scaling
(decimal and equivalent exploration) and research/communication. Grading
should be based primarily on those two components.

5. This is a summative assignment; therefore, you should have a clear
understanding of how well your class mastered scaling (using decimals and
equivalents). You do not necessarily have to give a grade to the students. If
graded, students should be told that
a. participation will be reflected in the grade
b. each group member will grade the others on how well they participated.
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Lesson Plan Madeline Hunter Method

Subject Area: Algebra Grade Level: Pre-Algebra / Algebra

Unit Title: Chapter 2
Lesson Title: Architectural Scale Modeling – Decimal and Equivalent Exploration 2.12E

Common Core Standards: Draw construct, and describe geometrical figures and
describe the relationships between them. » 1 Math Standard •
www.corestandards.org/Math/Content/7/G/A/1/ ...a scale drawing and
reproducing a scale drawing at a different scale. Analyze proportional relationships
and use them to solve real-world and mathematical problems. » 2 Math Standard •
www.corestandards.org/Math/Content/7/RP/A/2/ Recognize and
represent proportional relationships between quantities, in this case decimal
equivalency. ELA Standard • www.corestandards.org/ELA-Literacy/CCRA/W/7/
Conduct short as well as more sustained research projects. ELA Standard •

www.corestandards.org/ELA-Literacy/CCRA/W/ ...to build knowledge on a subject

through research projects

NCTM Standards / 8 Mathematical Practices (check & provide rationale for all that apply)

☒Problem Solving(1), How to scale down and build selected model
☒Communication(3) Written component of the project, disseminating presentation
☒ Strategic tools(5) technology – internet sources,

Materials/Resources Needed: paper (both cardstock and regular), ruler, and tape.
Optional: popsicle sticks and/or Cuisenaire cubes (1cm). Lego cubes could also
work,)

Anticipatory Set / Warm up: None provided,

Objective/Purpose (behavioral objectives, at the end of the lesson the students will)
Primary: Use real world applications (common buildings) in order to demonstrate their

understand how decimal equivalency is utilized.

Secondary: Understand scaling and proportion (decimal equivalency) through the use of
research; and to build upon knowledge of the subject matter through research.

Input / Prior Knowledge : The chapter 2 section on decimals and equivalency

Model & Introduction (rationale – class, small group, pairs, individual) (Small Group –
research, writing, sharing)

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