Taxi Distance LP

Hagel 1
Kayla Hagel
11/20/14
MTH 462
Unit Plan
Lesson Plan #1
7-3 Part A: Taxi Distance
Teacher: Kayla Hagel
Topic: Taxi Distance
Length of Lesson: 50-60 minutes
Goals and Objectives
Mathematical Goals:
o Students will use their previous knowledge about distance on a number line to
find distance on a grid, moving horizontally and vertically.
o Students will understand and properly use the following vocabulary term(s):
Taxi Distance
Mathematical Objectives:
o Students will find the taxi distance of two points in two distinct ways: graphically
and by using the formula.
Previous Knowledge:
Students have prior knowledge of finding distance on a number line.
Students are familiar with coordinate planes and can identify the x-axis and y-axis.
Students know the proper notation for points on a coordinate plane: (x, y)
Materials:
Graph paper one for each student
Pencil (or pen) one for each student
Notebooks or paper for note taking purposes
Textbook pages 496-498
Anticipatory Set: (10-15 minutes)
Students are asked to write the number of the homework problem(s) they had trouble
with from the previous nights assignment on the board as they come into the classroom.
o If there seems to be many homework problems written on the board, the teacher
could choose to abandon the warm-up activity and move right along to homework
review.
o If there are only a few homework problems written on the board, the teacher
should go ahead with the planned warm-up activity. Questions about the
homework assignment will be answered after the warm-up activity.
Before beginning the lesson, students will complete a warm-up activity. This warm-up
activity will require students to use their prior knowledge to complete the exercises.
Hagel 2
Teacher
Decide whether or not to do
the warm-up activity based on
the number of homework
questions students wrote on
the board.
Student
Students should write the
number of the homework
problem(s) on the board as
they enter the room then find
their seats and prepare for
class to start.
Rationale
The teacher can use this as a
formative assessment of
previous lessons. At this point
the teacher can decide whether
or not to do a warm-up
activity or just focus on
homework questions and
move right into the next
lesson.
Gain students attention and

display warm-up exercises on
the board. Ask the students to
begin working on the warm-up
and be prepared to share their
answers in about 5-7 minutes.
Students should begin

working on the warm-up
questions. They are welcome
to work with a partner if
needed.
A warm-up activity is
conducted prior to starting the
lesson because it gets the
students thinking about
mathematics, and it helps the
students recall any prior
knowledge that may be useful
for the upcoming lesson.
Reviewing absolute value will
be useful for todays lesson.
Solve.
1. |
1. 51
2. |
2. 33
3. |
3. 37
4. |
4. 33
5. |
5. 19
Once the teacher sees that

most of the students are
finished with the warm-up, the
teacher should call the
students attention back to the
front of the room and begin
reviewing the answers to the
warm-up questions in a whole
class discussion.
Student should be prepared to

share their answers and
explain their reasoning.
Discussing the answers to the

warm-up is a great way to
clarify questions and
formatively check for
understanding.
After completing the class

discussion on the warm-up
activity, the teacher should
move on to answering
Students should have written

the number of the homework
questions they struggled with
on the board as they entered
Reviewing problems from

previous homework
assignments is a great
opportunity to reteach
Hagel 3
questions about the previous

homework assignment.
the classroom. At this point

they should be ready to
discuss the homework
problems on the board (or any
others they may have had
trouble with).
concepts that may be

confusing to the students. This
time can be used as a
formative assessment of prior
lessons.
Once there are no more

questions about the previous
homework assignment, the
teacher should collect the
students homework.
Students should turn in their

The students homework

assignments will be graded
and used as a formative
assessment.
Information and Modeling: (15-20 minutes)

This portion of the lesson will use the following images on page 496-497 in the textbook.
Teacher
Student
The teacher should pass out The students should get out
graph paper to each of the their notebooks and open their
students.
books to page 496.
Rationale
The teacher should introduce the Students should take notes These notes will be useful in
topic of taxi distance by about the idea of taxi distance the future for homework and
explaining what it is and and its definition.
studying purposes.
Hagel 4
providing a formal definition.

The idea of taxi distance
comes from the fact that
not all of the paths we
take in life are direct.
Sometimes
our
movements are dictated
by streets or sidewalks.
Taxi distance (or grid
distance) refers to the
shortest or most direct
route between two points.
The teacher should begin todays
lesson on taxi distance by
introducing the All Around the
Town exercise on page 496 in
the textbook.
Instruct the
students to record the image on
their graph paper.
Students should follow along

and record the image on their
graph paper including the
various locations.
After the students have recorded

the image on their graph paper,
the following questions should
be explored independently:
1. How far is it from
Florences
house
to
school? (She must stay
on the horizontal and
vertical streets.)
1. 6 blocks
If the students are not getting

6 blocks, its probably because
they are not taking the shortest
(or most direct) route. Remind
them to do so.
2. How many different

routes can Florence take
to
Larrys
without
backtracking?
2. 6 routes
All six of the routes should be

demonstrated (either by the
teacher or by the students) so
that everyone can see each
route clearly.
3. The map shows the route

Florence took one day,
stopping at Larrys house
on the way to school.
How long is this route?
Is there a shorter route
3. 10 blocks. There is no
shorter route that stays
on the streets.
Have students share
the different routes
they came up with to
Students should be given

enough time to explore many
possible routes before arriving
at this answer. Students should
also begin to see that all of the
routes (with these given
Hagel 5
that connects all three

places? Explain.
prove this answer is conditions) are 10 blocks long.

correct.
4. Using the graph paper,

draw two routes Florence
can use to stop at the post
office on the way to
school.
Record
the
coordinates of the routes.
How long are these
routes?
How long is the shortest
route?
4. The shortest route is 14 This further demonstrates to

blocks.
the students that it doesnt
matter which route you take,
they will all be the same
length (as long as they are the
most direct/shortest routes).
5. Using your previous

answers, describe how to
find the taxi distance
between two points on a
grid.
5. Add the difference in

the x-coordinate and
the difference in the ycoordinate.
Students may not see this

pattern right away. Give them
time to explore this idea with a
partner (or small group) to
arrive at a possible solution.
The teacher should now direct

the students attention to the
three small tables on page 497.
These images depict possible
routes Larry can take to school.
The students should observe

that all of the routes are 6
blocks long regardless of the
path taken.
It should be made clear that

the length of the route remains
constant no matter which route
Larry takes to school. Allow
the students enough time to
fully explore this idea before
moving on.
The teacher should now Students should record this This formula will be used
introduce the formula for taxi formula in their notes.
multiple times the future, so
distance.
the students should have it
accessible to them at all times.
The taxi distance from
to
is
|
| |
|
Checking for Understanding: (5-10 minutes)
Teacher
Student
The teacher should
Students should record these
demonstrate this formula by
example problems in their
asking the students to talk
notebooks.
him/her through a few
example problems.
Rationale
Having the students observe
how to use the taxi distance
formula will help them to
understand how to use it on
their own. Having these
example problems recorded in
their notebooks will give the
Hagel 6
students something to refer

back to if they run into trouble
in the future.
1. Find the taxi distance
between (10, -3) and
(-2, 4).
1. |
|
|
|= 19

between (10, 23) and
(9, 28).
2. |
6

between the post office
and the school. (See
image on page 496)
3. The post office is

located at (3, 6) and
the school is located at
(9, 2).
|
| |
|= 10
4. Why do we use
absolute value signs in
the taxi distance
formula?
4. Because we are
working with distance.
Distance cannot be
negative so we must
use absolute value
signs to show positive
distances.
Guided Practice: (5-10 minutes)

Teacher
Student
The teacher should assign the Students should work
following questions and check independently or with a
the students responses before partner to complete the
allowing them to begin their
assigned questions.
homework assignment. (This
could be considered a ticketout-the-door.)
Find the taxi distance for the
following points:
1. (4, 4) and (12, 4)
2. (8, -2) and (6, -4)
3. (-4, 3) and (4, -1)
1. 8
2. 4
3. 13
|=
Students should be able to

explain where to plug the
coordinates into the taxi
distance formula and solve for
the taxi distance.
It is good to remind the

students of the concept that
distance cannot be negative
because it is an important
concept when finding taxi
distance.
Rationale
These few questions can be
used as a formative
assessment of todays lesson.
The teacher should check to

see that the students have
these questions correct before
allowing them to start their
Hagel 7
Formative Assessment:
The teacher should collect each of the students responses to the taxi distance questions
assigned during guided practice section and use these responses as a formative
assessment of the days lesson.
The teacher should have been formatively assessing the students throughout the lesson
(I.e. analyzing their responses to questions asked during the lesson/class discussion)
The students will have the remaining class time to ask questions and begin working on
their homework assignment.
Adaptation, Reteaching, Extension, and/or Independent Practice:
The following exercises should be completed outside of class and returned at the
beginning of the following class period:
o Page 498 #2-5, 9, 10 and 14
The objectives of this lesson will also be revisited and reevaluated during the Final Exam.

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Hagel 1

Gain students attention and

Students should begin

Once the teacher sees that

Student should be prepared to

Discussing the answers to the

After completing the class

Students should have written

Reviewing problems from

questions about the previous

the classroom. At this point

concepts that may be

Once there are no more

Students should turn in their

The students homework

Information and Modeling: (15-20 minutes)

providing a formal definition.

Students should follow along

After the students have recorded

If the students are not getting

2. How many different

All six of the routes should be

3. The map shows the route

Students should be given

that connects all three

prove this answer is conditions) are 10 blocks long.

4. Using the graph paper,

4. The shortest route is 14 This further demonstrates to

5. Using your previous

5. Add the difference in

Students may not see this

The teacher should now direct

The students should observe

It should be made clear that

students something to refer

2. Find the taxi distance

3. Find the taxi distance

3. The post office is

Guided Practice: (5-10 minutes)

Students should be able to

It is good to remind the

The teacher should check to

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