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Temperature Conversions

5. Document references and supplies needed to demonstrate the math concept.

Supplies: overhead projector, conversion chart, worksheets handouts, digital
thermometer, infrared thermometer, and textbook
Heating and Cooling Essentials, Fourth edition, Chapter Two
Mathematics for Technical and Vocational Students, Tenth edition Boyce,
Margolis, & Slade
Technical Mathematics Second edition Ewen, Gary, & Trefzger.

6. Describe lesson adaptations for students with special needs.

A. Small work groups
B. Use of the resource room and teacher aides
C. Additional worksheets [see Temperature Conversion(ver.b)]

7. Provide sample handouts for students and presentation materials for teachers,
as appropriate. Attached at the end of the lesson plan.



Title of the Lesson:

Temperature Conversions: Fahrenheit to Celsius and Celsius to Fahrenheit

1. Introduction to the lesson.

Because of an expanding global economy, it is essential that students have the ability
and knowledge to convert temperatures stated in Celsius to Fahrenheit and vise-versa.
Could we accomplish this task without the use of some kind of math skills? Why or
why not?

2. Assess students’ math awareness by asking questions.

What are the order of operations in math?
“Please Excuse My Dear Aunt Sally”

P-do everything in parenthesis first
E-do any exponents next
M-any multiplication as it occurs from left to right
D-division as it occurs from left to right
A-any addition from left to right
S-and lastly, subtraction as it occurs from left to right

Can we convert Fahrenheit to Celsius?
Anyone know the formula?
Anyone know where we can find the formulas?
Any other temperature scale(s)?

3. Demonstrate the example problem that is embedded in the HVAC technology


(order of operations)
(simplify inside parenthesis)
(multiplying fractions )


(order of operations)
(multiplying fractions )

4. Explain the math concept or theory and show students how it applies, using the
terminology of math.

See above problem(s) for concepts and theories.
Reinforce the order of operations and how important that is in getting the correct
answers to our problems.

Example: 4+5*6=?  
Wrong Way:
Right Way:

What happened?

Can we see why order of operations is VERY important?

5. Demonstrate other examples as necessary.

Work with students on the first couple of problems on the handout to get them started
in the right direction. Offer individual help as needed to students that seem to be

6. Have students explain the solutions to the problems, or demonstrate what they
did to show understanding.

Have students demonstrate on the board some example problems. Students may work
with a partner while at the board to help each other with the concept.
Do a technical example: digital thermometer and infrared thermometer examples.

7. Challenge students to write and solve their own example problems and
demonstrate competency in a test situation.

At home tonight take temperatures of your refrigerator, family room, and the outside
temperature. Show the results for each of your readings and their conversions.

At this time go to the work area at take five temperatures on different items (e.g.
refrigerated deli unit, the walk in cooler, the air-to-air heat pump) and record your
results. We will work on the conversions as soon as you are finished taking the

All students should be prepared to take a small quiz tomorrow to demonstrate your

Temperature Conversions

1. Convert 5 degrees Fahrenheit to Celsius, using the formula below.

2. Convert 40 degrees Celsius to Fahrenheit, using the formula below.

3. Convert 100 degrees Fahrenheit to Celsius, using the formula below.

4. Convert -10 degrees Celsius to Fahrenheit, using the formula below.

5. Convert 80 degrees Fahrenheit to Celsius, using the formula below.