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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