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

Supplies: overhead projector, conversion chart, worksheets handouts, digital

thermometer, infrared thermometer, and textbook

References:

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.

TEACHING A MATH ENHANCEMENT |

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?

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?

MAKE STUDENTS FIND THE FORMULA

Any other temperature scale(s)?

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

Let

(order of operations)

(simplify inside parenthesis)

(multiplying fractions )

Let

(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: 4+5=9 9*6=54 |
Right Way: 5*6=30 30+4=34 |

54≠34 |

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

struggling.

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.

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

readings.

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

understanding.

**Temperature Conversions
Quiz**

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.