Lesson Plan - CUS
|MATH EQUITY LESSON PLAN |
|Date: November 19, 2008 |Topic: Re-Allocation of Ontario’s Budget |
|Grade: 5 |Time: 100 minutes |
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|Classroom teacher: Mr. McKinley |12:30 p.m. - 1:20 p.m. |
| |1:20 p.m. - 2:10 p.m. |
|Students teachers: Josh Goodbaum, Keenan Way, Lauren Remouche, Daphne Chung | |
|Ting Wan | |
|Curriculum Expectations: |
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|Overall: |
|Read, represent, compare, and order whole numbers |
|Determine, through investigation using a table of values, relationships in growing and shrinking patterns |
|Collect and organize discrete and continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs |
|Read, describe, and interpret primary data and secondary data presented in charts and graphs |
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|Specific: |
|Represent, compare, and order whole numbers and decimal numbers using a variety of too |
|Read and write money amount |
|Build a model to represent a number pattern presented in a table of values that shows the term number and the term |
|Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate |
|titles, labels, and scales that suit the range and distribution of the data |
|Read, interpret, and draw conclusions from primary data and from secondary data, presented in charts, tables, and graphs |
|Assessment Strategies: |
|Students will have to be involved in class discussions and questions will be asked to verify if they understood the concepts being taught |
|Students will be assessed on the graphs that they submit at the end of the class. For this lesson, a checklist of 3 components will be used: |
|- Completion of graph with correct labeling |
|Understanding and correct use of data provided |
|Effort during activity |
|Accommodations and Modifications: |
|Teachers will be circulating and assisting students who need extra guidance |
|Students will be working in table groups that have students a various abilities and therefore they will be able to help each other to produce a work of |
|combined effort |
|A model of a graph will also be shown to students |
|Manipulatives are being used to construct the graph and this will assist visual learners in their work |
|Students who finish doing their graphs early will be given an assignment where they would have to rank the categories according to which spends the most|
|Resources: |Outline: |
|Chart paper | |
|The main categories (e.g. Health, Education, | |
|Transportation, Social Services/Housing, Public | |
|Safety, Environment) | |
|Manipulatives consisting of various small icons | |
|that represent each category | |
|Chalkboard | |
|Chalk | |
|26 pieces of paper for Trading activity | |
|Markers | |
|Checklist to assess students’ work | |
|Letter addressed to the MPP | |
|Worksheet for ranking the different categories(for| |
|groups of students who finish the graphing task | |
|early) | |
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| |Introduction: |
| |Divide the students in groups of 6(before class begins) |
| |Teacher will introduce guest teachers and students are asked to clear their desk apart from their |
| |ruler, pencil and glue stick |
| |Teacher will write big numbers on the chalkboard(Examples: 18.1 billion and 1 million) |
| |Have the students read the numbers |
| |Ask students if they know what they represent (If needed prompt with: “what things could it be for?”)|
| |Put a dollar sign next to the amount and ask the students again |
| |Explain that 18.1 billions dollars represents the amount of money spent on war in Afghanistan and 1 |
| |million represents the amount of people living in poverty |
| |Define poverty: Living without the basic things that are needed in life for survival |
| |Explain to students that today we are going to be working on budgeting |
| |Explain budgeting. Give a simple example so that students can relate (E.g. Household income is |
| |received from employment and parents decide what the budget will be spent on, that is how much will |
| |be spend on food, clothing, entertainment and so on) |
| |Relate the government to budgeting. Explain that government receives money and what government does |
| |with the budget. Tie this with recent elections and different levels of government |
| |Middle: |
| |Ask students what they think the province spends their money on. Ask for a few examples from |
| |students(to be written on the chalkboard) |
| |Then explain the trading activity and then distribute the paper for students to write down their |
| |ideas |
| |Each student will receive a piece of paper and they will write down something that they think the |
| |government spends money on |
| |Each group will then put their pieces of paper in the middle of their table groups and then one |
| |person in the group(the trader) will trade the pieces of paper with a group next to them |
| |The students then divide the pieces of paper between their group members so that everyone has a piece|
| |of paper |
| |Once this is done, they can read the idea on the piece of paper(one group at a time) and those ideas |
| |will be written on the chalkboard |
| |Then students will vote for each category by raising their hand if they think that category should |
| |have more or less spending. Advise students that they can vote only once for each category. During |
| |this activity they will also have their heads down to keep each student’s decision private |
| |Teacher will record the data and only the group designated to make the graph for that category will |
| |receive the data |
| |Teacher will instruct students on how to make the graph with the proper labels and the 2 columns that|
| |have to appear on the graph. Teacher will also show the students a model of the graph that was |
| |constructed before |
| |Do a ‘graphing stretch’ (activity where teacher will instruct the students how to do a few stretches |
| |before doing the graphs. This allows for a small break) |
| |The students will use the manipulatives that represent each category to create a pictogram that will |
| |represent the data |
| |Distribute the materials to each table group |
| |Students will work on their graphs while teachers will circulate to observe the group work |
| |Conclusion: |
| |Once students are done with their graphs, they will be asked to briefly present it in front of the |
| |class(Teacher will call a person from the group - in the order of which group has the category that |
| |gets the most funding) |
| |A student from each group will bring the graph to the board and the teacher will use magnets to hold |
| |it in place |
| |Using the graphs, a discussion about why there should be less spending on the category that the |
| |students choose, could follow |
| |The teacher will then ask students what could be done to make a difference to the way budget is |
| |planned – Relate it to recent lessons on government and what action we can take |
| |Ask students for ideas |
| |Prompt students if needed. Once they mention letter ask for details of the letter and addressed to |
| |whom |
| |Advise that it will be addressed to the MPP who’s assigned to this location and that by sending a |
| |letter with the graphs that they made, we can let the government be aware of the choices that we |
| |support in the classroom |
| |Follow-up: |
| |Language Arts: Teacher could follow up this class with lessons where the students prepare a letter |
| |with data compiled in graphs that shows their preferred budget. This can be a letter writing activity|
| |or an opening on expository writing |
| |Mathematics: Students can learn further on data management and the use of different types of graphs |
| |Social Studies: Now that the students have delved into provincial spending, they can tackle issues on|
| |how the government gets the income for the spending i.e. taxes. The teacher can also link this lesson|
| |to issues on national/global spending/waste |
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