1. Problem Based IDP
NAME: Thomas Allen_
Content.
Describe: content here.
DATE: 10/18/13
(COMMON CORE STANDARDS)
CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g.,
designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios).★
Describe: Standards of mathematical Practice
Pedagogy.
Pedagogy includes both what the
teacher does and what the student does. It includes
where, what, and how learning takes place. It is about
what works best for a particular content with the needs
of the learner.
Technology.
Make sense of problems and persevere in solving them: students have to activate prior knowledge
and come up with different methods that may or may not minimize the cost.
Model with mathematics: Students will make a model of different possible road constructions using a
multitude of theorems.
Use appropriate tools strategically: students must make proper use of the software; or they will not
be able to come up with the solution to the problem. If used correctly, the software will allow students
to get a visual representation of the various methods in solving the problem.
1. Describe instructional strategy (method) appropriate for the content, the learning environment, and students. This
is what the teacher will plan and implement.
The instructional strategy for this topic was to let students use prior knowledge to come up with various methods to
solving a problem given. The learning environment is relaxed meaning that there should be must academically
appropriate conversation between teams. All students should be encouraged to engage and interact with each other
to construct well thought out methods to resolving the problem.
2. Describe what learner will be able to do, say, write, calculate, or solve as the learning objective. This is what
the student does.
The learner will be able to construct different geometric representations of the highways being repaved or built. The
learner will also be able to calculate the cost of the highways depending on the distance of the highways in order to
find the cheapest route using multiple methods.
3. Describe how creative thinking--or, critical thinking, --or innovative problem solving is reflected in the content.
The problem required students to use prior theorems and geometric representations dealing with distance, and apply
them to a real world problem. Critical thinking and innovative thinking is essential to ensure the success of every
pair of students.
1. Describe the technology
The technology used was geometers sketchpad and a laptop/desktop.
2. Describe how the technology enhances the lesson, transforms content, and/or supports pedagogy.

2. Reflect—how did the lesson activity fit the
content? How did the technology enhance both the
content and the lesson activity?
This technology allows the students to have precise, accurate measurements. This will avoid human error and will
give the students the opportunity to activate prior knowledge in a quicker and more effective manner.
3. Describe how the technology affects student’s thinking processes.
The technology affects the students thinking process because they have to spend less time on the constructions
and measurements and they have more time to focus on playing around with the different tools that will give
them the route they desire. Various manipulations and representations allow the students to see the
measurements and what they need to do to achieve the desired distance. However, this technology may
possibly slow down the thinking processes if the student uses the software incorrectly.
Reflection
This problem requires students to use geometric methods to come up the minimal cost of road construction. The
technology provides error free visuals that allow students to see their manipulations and how their methods may or
may not work. This makes this content seem more applicable to real world situations and will engage students who
typically have that “when are we ever going to use this?” type of attitude.