PA GOVERNOR’S INSTITUTE--2005
Hair Cutting (measurement)
Math-in-CTE Lesson Plan
Lesson Title: Hair Cutting (measurement)
Lesson Number: 15
Occupational Area: Cosmetology
CTE Concept(s): Hair Cutting – Measurements
Math Concepts: Measurement
Lesson Objective:
Supplies Needed:
Student will have a basic understanding of measurement in preparation for haircutting and will be able to
transfer measurement to calculate perimeter.
Paper, pencil, ruler, manikin and haircutting supplies, red nail polish
TEACHER NOTES
(and answer key)
THE "7 ELEMENTS"
1. Introduce the CTE lesson.
Has anyone visited a salon and wanted an inch of hair cut off in length
and perhaps came home with their hair cut shorter than what they had
wanted? (student discussion)
Cosmetologists are often asked to cut off a certain length of hair. This
can be done only when you are familiar with reading a ruler accurately
and approximating that length.
Review lengths of hair
-short hair (chin length)
-mid-length hair (chin to shoulder length)
-long hair (longer than shoulder length)
2. Assess students’ math awareness as it relates to the CTE lesson.
In the lab area have student prepare station for a haircutting service.
Instructor observes student correctly calculating
measurement.
Student will section manikin in four sections. Using their ruler and
comb show one inch of hair at the ends, then show ½ inch. of hair.
Let’s discuss a few haircutting measurements:
1. Mrs., Smith asked you to trim one inch off her hair length. You
cut her hair ¾ of an inch. How much more hair where you
supposed to cut off?
Answer Key:
1. ¼ inch
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PA GOVERNOR’S INSTITUTE--2005
2. Linda asked you to cut three inches of hair. You miss calculated
and when checking you notice that you really cut 4 and ¼
inches. How much more did you cut off?
3. How can we eliminate these problems?
Hair Cutting (measurement)
2. 3 ¼
3. (check twice—cut once)
3. Work through the math example embedded in the CTE lesson.
Point out to students that a haircutting comb has one inch
measurements on the comb. With red nail polish have students make
notations at each one inch measurement so they can be clearly seen.
Now show one inch of hair at the ends of the hair on the manikin, and
then show ½ inch. of hair at the end of the hair on the manikin.
Instructor observes student correctly calculating
measurement.
4. Work through related, contextual math-in-CTE examples.
Most rulers measure to the nearest 1/16th of an inch. This means that
each inch is divided into 16 equal sections.
_________________
0
½
1 inch
__________________
0
1/4
½ inch
__________________
0
1/8
¼ inch
th
Also show 1/16 of an inch…………………
Using the whiteboard instructor explains lines of
measurement as student follows along on the ruler.
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PA GOVERNOR’S INSTITUTE--2005
Hair Cutting (measurement)
5. Work through traditional math examples.
We are reviewing measurement, and you have learned how to measure
perimeters in your math class. Lets review:
Perimeter is the distance around the outside of a shape or figure.
P= 2(length + width)
P= 2(l+w)
Answer key:
1. P= 2(4+2)
P= 8+4
P= 12
Examples:
1. Using the overhead draw a rectangle with 4 inch length and 2
inch width.
2. Using the overhead draw a rectangle with a 6 inch length and a
3.5 width.
3. Using the overhead draw a square with a 5inch length and a 5
inch width.
2. P=2(6+3.5)
P=12+7
P=19
3. P=2(5+5)
P=10+10
P=20
6. Students demonstrate their understanding.
Using your paper, ruler and pencil draw a line beneath each measure of
the appropriate length.
See worksheet below.
7. Formal Assessment.
Complete Homework assignment, below.
Using basic skills previously learned, perform a zero elevation (blunt)
haircut, accurately removing one inch of hair.
Use Performance Assessment
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PA GOVERNOR’S INSTITUTE--2005
Hair Cutting (measurement)
Adaptations for special needs students.
One-on-one instruction as needed
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Teacher Notes:
Prepare ahead of time. Each student must bring a ruler to class.
Math Standards and Assessment Anchors addressed with this lesson.
M11.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and numbers
systems.
References.
Milady’s Adding it up: Math for your Cosmetology Career
Author(s):
Lori (Dolores) Salley
Jennifer A. Groomes
Position:
Cosmetology Instructor
Math Instructor
School:
Bucks County Technical High School
A.W. Beattie Career Center
PA GOVERNOR’S INSTITUTE--2005
Hair Cutting (measurement)
WORKSHEET
Name: ________________________________________________________________________
Date: __________________
Using your paper, ruler and pencil, draw a line beneath each measure of the appropriate length.
2 1/8”
1 5/16”
4 ¾”
7 5/8”
6 ½”
4”
3 5/16”
1.
2.
Find the perimeter of the following:
1. P =
2. P=
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PA GOVERNOR’S INSTITUTE--2005
Hair Cutting (measurement)
HOMEWORK ASSIGNMENT
Name: ________________________________________________________________________
Date: __________________
Using your paper, ruler and pencil, draw a line beneath each measure of the appropriate length.
3 1/8”
2 5/16”
4 ½”
7 6/8”
7 ½”
7”
3 4/16”
1.
2.
Find the perimeter of the following:
1. P =
2. P=
2
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