# 5E LESSON PLAN: LET’S MAKE A BICYCLE

This study was conducted in an online course environment via Zoom.

Subject: Numbers and Operations

Topic: Ratio and Proportion
Age: 12-13 years

Time: 1 week

Real World Motivation: Mathematics and real life are closely related. It is important to see mathematics in life and to be able to transfer mathematical knowledge to daily events. In this study, students will realize this relationship.

Goals of the lesson: By the end of the lesson the students will be able to

• understand the link between mathematics and real life
• make a bicycle by using waste/recycle materials

1.ENGAGE

Lemonade Activity (15 minutes)

2. EXPLORE

Introduction: Guessing Part (15 minutes)

The teacher shows the picture below and asks the students “Why wheels are shaped as circular?”.

Students think, share and discuss the ideas.

The following videos are watched:

Teacher explain:

In order to minimize the friction between road surface and wheel surface, wheels are designed as circular. If wheels are designed as other shape, for example: square, rectangular then the motion of the vehicle will not be smooth and more disturbance will be experienced by the passengers. Because more resistance will be created between surface of road and wheel.

Tractor problem (20 minutes)

The sizes of the front and rear wheels of the tractor are different. Find out how many turns the front wheel and rear wheel will make when this tractor travels 600 meters?

The given information is not sufficient to solve the question. Therefore, students will not be able to solve the question. The teacher guides the students with additional questions.

• Review the information provided. Is it enough for a solution? If not enough, what information is needed?
• Is the path taken the same for both wheels?
• Guess! Which wheel turns less and which one turns more? Why?

These questions are used for brainstorming. Students think, share and discuss their ideas.

3.EXPLAIN

Lecture (30 minutes)

Then, the teacher explains the subject and solves the tractor problem in task and more problems.

Inverse proportionality is the relationship between two variables when their product is equal to a constant value. When the value of one variable increases, the other decreases, so their product is unchanged.

For example: Speed and travel time are inversely proportional. The faster you go, the less time it takes to complete your trip.

y is inversely proportional to x when the equation takes the form:

x.y = k      where k is an inverse proportionality constant.

Q: It takes 8 days for 35 laborers to harvest coffee on a plantation. How long will 20 laborers take to harvest coffee on the same plantation?

S: 35 laborers harvest coffee in 8 days. So, duration taken by one worker = (35 × 8) days.

The duration taken by 20 workers = (35 × 8)/20 = 14 days
Therefore, 20 laborers will take 14 days.

Tractor Problem: Both wheels take the same path, but the smaller one makes more turns.

In order to determine the number of turns precisely, the radius or diameter information of the wheels is required.

Circumference of the front wheel X The number of turns of the front wheel = Circumference of the rear wheel X The number of turns of the rear wheel.

4.ELABORATE

This part is planned in two sections.

First section: Drill and Practice (30 minutes)

After the lecture, the teacher projects the questions one by one on the screen, gives time to the students to solve and mark, and  then solves it by explaining.

Depending on the level of students, questions can be taken from the following sources:

https://www.derslig.com/7-sinif/matematik/oran-ve-oranti

Second section: Real Life Examples (30 minutes)

Gear wheel and pulley systems are related to the inverse proportion. In order to better understand the two issues and the relationship between them, the following videos are watched, examples are discussed and questions are solved.

Questions:

Questions were taken from https://www.eba.gov.tr/

STEM PROJECT

(The presentation phase of the project was done in the online course environment. – 30 minutes)

MAKING A BICYCLE

MONITORING THE DESIGN PROCESS

At this stage, students are assisted in the design process. Teacher encourages them to follow these steps:

• Find ideas
• Make a plan
• Create a model
• Evaluate the model
• Improve the model

PRESENTATION OF THE PRODUCT

Each student presents the product. Students have the opportunity to examine other designed products. The aim is to make students evaluate their products by comparing them with other products.

EVALUATION OF THE PROJECT

Each project is evaluated in two stages: peer evaluation and teacher evaluation.

Peer evaluation done via google form: (The evaluation form has been translated into English.)

https://forms.gle/dmWQEY6BLAhCzC7a6

5.EVALUATION

Students are given a summative assessment to demonstrate what they know and can do.

The inverse proportion exercise containing 10 questions in the eba.gov.tr system is given to the students as homework:

https://ders.eba.gov.tr/ders/proxy/VCollabPlayer_v0.0.803/index.html#/main/curriculumResource?resourceID=30746717b51cb9202dc2aa1036200f40&resourceTypeID=5&showCurriculumPath=false