Map Scale, Proportion and Google earth

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## Map Scale, Proportion and Google earth

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**Map Scale, Proportion and Google earth**• Alyson Dougherty**NCTM Standards**• Make decisions about units and scales that are appropriate for problem situations involving measurement • Understand and use ratios and proportions to represent quantitative relationships • Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios**Summary**• Aerial imagery was utilized through Google Earth to relate proportions to students in an Algebra 1/ Data Analysis class. • Constructivist approach to understanding map scale and proportional reasoning • Use of familiar surroundings and major landmarks to relate to students and engage their fascination with satellite imagery**Five aerial photographs of varying map scale of the school**and surrounding streets, student discussion about size and teacher scaffolding to introduce scale • Football field as common measurement basis in representative fraction • Conversion to a unit fraction, numerator equal to 1 =**Extending Map Scale to Create Proportions**• Ground distance was expressed as an unknown variable, x • Students came up with 2 ways • map scale= (image length)/(ground distance) =**World Imagery Challenge**• Series of 19 aerial photographs of famous places (Taj Mahal, Eiffel Tower) from Google Earth printed using a variety of scales. • Students had to recognize location and make map scale calculations**Strengths**• Engaging activity that builds on itself • Don’t have to be in a computer lab to complete • Integrates technology, making it a differentiated lesson • Relates real life application to the classroom • Having posters hung in a hallway addresses the preferred learning style for kinesthetic learners • Application of “doing math” with high level Bloom’s objectives**Weakness**• In hopes of including this activity in my 8th grade classroom at Bristol Central, this activity is too time consuming. I think it’d be great for a regular school year activity where a couple class periods can be spent investigating. • Key to have a football field or other standard measurable landmark in the image to create the initial benchmark measurement. Picking a part of New York City or a rural area without a football field reduces the inductive reasoning required by students.**Discussion Questions**• Are there any other adaptations you can think of to make this more interactive? • How do you think it would work to include distance, rate and time in for traveling on some of the roads? Do you think that would be too cumbersome and/or boring for students? • Is Google really going to take over the world?**Bibliography**• Map Scale, Proportion, and Google Earth by Martin C. Roberge and Linda C. Cooper in Mathematics Teaching in Middle School Vol 15, No.8, April 2010