Toy Maker

By Pamela Heckel  • Michael Rust
Grade Level
 10th and 11th
Subject Area
 Algebra II (Integrated Math)
Duration
 3 class periods (3 hours)
Setting
 Standard Classroom
Background Knowledge
 Students should be familiar with graphical representations of data and the concept of algorithms. An understanding of the geometric properties of circles and quadrilaterals is also important. Familiarity with presentation software such as Power Point and desktop publishing software like Word is required if the technology is available
Author
 Pamela Heckel & Michael Rust
 
Summary
The students assume the role of a design engineer who has been hired by ABC Toy Company. Their task is to design and build interesting objects using one of the company’s building block construction sets. They must write detailed assembly instructions (as an algorithm) so that the children who use the construction set can reproduce the object. The algorithm is the critical component of this project.

All participants use the same reference coordinate system. The table is the x-y plane. In front of the designer is the positive y-direction. To the right is the positive x-direction. Toward the ceiling is the positive z-direction. Every step of the procedure must include an angle, a location and a direction.

Students create a parts list by grouping similar pieces together and identifying each component with a code. Procedures written in either PowerPoint or Word are placed in the classroom share folder where they are retrieved by the manufacturer. Pictures of the manufactured object are compared with the designed object. The goal is to reproduce the designed object.

The teaching philosophy for this lesson is cooperative learning and individual design. The students work individually with manipulatives to create an object. Groups of designers working with similar manipulatives may collaborate, but each designer is responsible for a toy. Since the bag of parts for each student is different from any other students, each of the toys should be different. They write a set of instructions, the algorithm, which determines the construction sequence. A classmate builds the object according to the directions. Pictures record the differences between the original object and the object built according to the procedure. This lesson involves students taking the mathematical concepts they have learned in Geometry and Algebra II and applying them to a real-world problem situation of toy design.
 
Objectives
  • Students will be able to:
    1. Apply concepts they learned in Algebra II and Geometry
    a. Establish a point of reference for a 3D object and work in 3D space
    b. Provide assembly instructions in a logical sequence
    c. Develop spatial sense
    d. Describe an object using physical dimensions and location.
    e. Properties of geometric shapes
    i. Length
    ii. Width
    iii. Height
    iv. Angle
    v. Distance

    2. Analyze a problem situation and choose an appropriate solution
    3. Present a solution with written communication
 
Mateirals Required
  • 24 copies of the student assignment sheets
  • 24 copies of the activity feedback forms
  • 12 Ziploc gallon size bags containing 12 K’nex pieces*
  • 12 Ziploc gallon size bags containing 12 Lincoln Logs*
    * To ensure that every design is unique, no 2 bags may contain the same collection of parts.
  • Flip chart graph paper
 
Ohio Standards
  • Mathematics
    Grades 8-10
    Measurement
    C. Apply indirect measurement techniques, tools and formulas, as appropriate, to find perimeter, circumference and area of circles, triangles, quadrilaterals and composite shapes, and to find volume of prisms, cylinders, and pyramids.
  • Geometry and Spatial Sense
    D. Use coordinates geometry to represent and examine the properties of geometric figures.
  • Patterns, Functions and Algebra
    C. Translate information from one representation (words, table, graph or equation) to another representation of a relation or function
  • Mathematical Processes
    B. Apply mathematical knowledge and skills routinely in other content areas and practical situations.
    E. Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas.
    G. Write clearly and coherently about mathematical thinking and ideas.
  • Technology
    Grade 11
    5.B.4 – analyze information and synthesize into a communicated product
    6.A.3 – interpret plans, diagrams, and working drawings in the construction of a prototype
    6.A.8 – explain and demonstrate how constraints influence the solution of problems
    6.B.1 – evaluate a design completed or created by another group of students using established
    design principles
Documents

Lesson Plan worddoc

Lesson Plan (One Page)worddoc

Handout worddoc

Student Comments worddoc

Student Feedback worddoc

Results worddoc

Reflections worddoc

All Documents and Pictures zipfile