Target Curriculum: Mathematics
Target Grades: 8 (also grades 6 and 7)
SOLs:
- Primary - MAT. 6-17, MAT.8-1, MAT.8-10, MAT.G-12, MAT.G-14
- Secondary - MAT. 6.2, MAT.6-14, MAT.7-21
Time: Three, 50-minute classes
Objective and Goals:
- To construct three-dimensional models of the three pyramids at Giza.
- To research the building of the pyramids and record the height, base, and angle measurements of each pyramid.
- To create a file of facts regarding the pyramids.
Purpose:
- To create an acceptable scale and accurately construct a three-dimensional representation of each pyramid.
- To demonstrate knowledge of facts regarding the pyramids through a collection of file cards and oral class discussion.
Materials:
- Oak Tag/ Poster Board
- Rulers
- Scissors
- Tape
- Resource materials (computers, encyclopedias, etc.)
Procedure:
- Have students divide into groups of two or three.
- Using library resources, have students research the three pyramids at Giza recording factual information for each pyramid including the base length, angle, and height. Have them record this information in both metric and standard measurements.
- As a class, discuss scale models and through this discussion and modeling, devise a suitable scale.
- Students will then set the proportions needed to calculate the base and height ratio of each pyramid.
- Construct the square base. Find the midpoint of each side and mark it. From the midpoint, construct the altitude of each triangle. Connect the top of the altitude to each side of the base forming the triangular sides.
- Draw small tabs on each side of the triangles for securing the sides together.
- Cut out the shape, fold, and tape the sides together.
Observation:
Groups sometimes designated jobs to do while other groups worked on research and each pyramid together.
Conclusions:
This activity, combined with slides of the actual pyramids, brought meaning to the ratio, proportion, and scale-drawing unit. Students eagerly worked on the three-dimensional models and could visually see the relationship between the pyramids. The file card of facts also benefited their study of Egypt in world geography class.
For Your Information:
The following sites provide excellent information:
Extension:
Using the same scale, have students find the scale model of other objects such as the Statue of Liberty, Washington Monument, Eiffel Tower, Leaning Tower of Pisa, and themselves. What is the tallest building in Virginia?
Class Discussion Questions:
- Why can't we construct a model of a pyramid true to scale?
- The dimensions of the pyramids are written in both standard and metric measurements. Which one would you choose to work with and why?
- What information did you find interesting when researching the pyramids?
- How many blocks of stone do you think were needed to complete a pyramid?
- How do you think the tunnels and burial chambers of a pyramid were constructed?
Written By: Amy Merrihue
Submitted By: Amy Merrihue (amerrihu@wcs.k12.va.us)
Grade Taught: 8
School: E.B. Stanley Middle School (homepage: http://ebsms.wcs.k12.va.us)
Division: Washington County Public Schools