Choosing the Right Material: Reading a Properties Table

SubstitutePlans.com
Career and Technical Education · Engineering / Robotics / Industrial Technology
SP-ENGR-009 · Free to print and use in your classroom · substituteplans.com
Page 2
Choosing the Right Material: Reading a
Properties Table
Career and Technical Education · Engineering / Robotics / Industrial Technology · Grades 8-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the density formula from the steps on the
board.
Technology
None. Calculators are optional.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard, Calculators (optional)
Goal for today: Students will read a table of material properties, calculate mass from density and volume, and select
a material that meets a set of design requirements.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ On the board write: density = mass ÷ volume, so mass = density × volume. Example: 2 g/cm³ × 10 cm³ = 20
g.
☐ This is a reading and calculation lesson. Students must NOT use any tools, machines or equipment today.
☐ Keep the answer key (page after the worksheet) on your desk.
Say this to start
Good morning! Engineers do not pick materials by guessing. They compare properties such as weight, strength and
cost in tables. Today you will learn the key words, read a table of six common materials, and choose the best material
for three different jobs. Some answers use math. The formula is on the board.

SubstitutePlans.com
Career and Technical Education · Engineering / Robotics / Industrial Technology
SP-ENGR-009 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet.
Settle in and take out a pencil.
5–10
Read the board example aloud: “A block with a volume of
10 cm³ and a density of 2 g/cm³ has a mass of 20 g.”
Follow along.
10–18
Tell students to complete the vocabulary match (questions
1–6).
Match each term to its meaning.
18–36
Tell students to read the table and answer questions 7–13.
Remind them to show units.
Read the table and calculate masses.
36–46
Tell students to answer questions 14–17. Partners may
compare reasons for question 17.
Select materials that meet each
requirement and explain a choice.
46–50
Collect all worksheets and put them in a stack for the
teacher.
Hand in the worksheet.
If things go wrong
• If students ask whether the table is exact, tell them the values are rounded and simplified for this lesson. Real
materials vary.
• If a student says a material can be used in more than one scenario, tell them to check every requirement in
the question; only one choice meets all of them.
• If a student wants to test materials with real objects, tell them today is paper only and no tools or equipment
are to be used.
Early finishers
• Write your own set of three requirements that only one material in the table meets.
• Calculate the mass of a 100 cm³ block of copper and of acrylic (896 g and 118 g).
Support and challenge
• Support: Let students use a calculator and answer only questions 1–6, 7, 8, 10, 11 and 14.
• Challenge: Ask students to find how many cubic centimeters of pine have the same mass as 100 cm³ of
aluminum (540 cm³).
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:

SubstitutePlans.com
Career and Technical Education · Engineering / Robotics / Industrial Technology
SP-ENGR-009 · Free to print and use in your classroom · substituteplans.com
Page 4
Anything the teacher should know: