Lesson+Plans

The theme of the project is to have students work cooperatively in a group and individually to learn and apply math skills as they plan to purchase the perfect gift for themselves or for someone else. Students will work in small groups to develop ideas for what the perfect gift would be. Then they will find the average cost of these items as they compare prices from different retailers. In the end the students will have to decide which gift they are going to buy and figure out how they’d get the money to purchase this gift. The students’ findings will then be displayed in graphs.
 * Summarize the theme for this project: **

I want children to see mathematics as a subject that can spark wonder and curiosity. I want my students to experience math in areas other then just math class. I am also hoping that my children will take delight in their learning and I can take delight in my teaching. I am hoping that this lesson will: require thinking and reasoning, extend their understanding of mathematical concepts, get students to talk about their thinking, make math real and more concrete, and allow cooperative work. One of the main purposes of this activity was to provide a context in which student could investigate finding averages. I believe that this will be a much better approach then completing an assignment from the textbook and then being done with it.
 * Why do this project? **

Core Subject: Math 21st Century Theme: Financial Literacy Learning and Innovation Skills: think creatively, make judgments and decisions, communicate clearly, collaborate with others Information, Media, and Technology Skills: apply technology effectively Life and Career Skills: initiative and self direction, productivity and accountability

5.N.1.1. Students are able to read, write, order, and compare numbers from .001 to 1,000,000,000. 5.N.2.3 Students are able to multiply and divide decimals by natural numbers (1 - 9). 5.N.3.1. Students are able to use different estimation strategies to solve problems involving whole numbers, decimals, and fractions to the nearest whole number. 5.S.2.2. Students are able to use models to display possible outcomes. 5.M.1.2 Students are able to solve problems involving money including making change. 5.L.1.1 Students are able to apply and evaluate appropriate listening behaviors in individual and group settings. 5.L.2.1 Students are able to determine the importance of information that is seen and heard. 5.L.2.2 Students are able to independently select and use technological, artistic, and graphic organization strategies to organize and retain information according to topic or subject. 5.S.1.1 Students are able to present oral information in an organized manner, supporting it with appropriate details and examples. 5.S.2.1 Students are able to select and use strategies that facilitate clear speech in daily conversations and other discussions. 5.CT.2.1 Use a spreadsheet application to create a product. 5.W.1.1 Application: Students can compose narrative, descriptive, expository, and persuasive text of one paragraph. 5.W.1.2 Synthesis: Students can express ideas; reflect on personal thoughts, opinions, and observations; and respond to literature through writing. 5.W.2.1 Application: Students can punctuate and capitalize text including dialogue. 5.LVS.1.1 Knowledge: Students can identify the purpose and content of a presentation through listening and viewing.
 * Standards include: **
 * Indicator: 5.M.S.1**
 * 5.S.1.1 – Students are able to gather, graph, and interpret data **
 * 5.S.1.2 – Students are able to calculate and explain mean for a whole number data set. **
 * Key skills students will learn in this project: **
 * Estimating
 * Budgeting
 * Adding
 * Subtracting
 * Multiplying
 * Calculating
 * Mean
 * Graphing
 * Problem-Solving
 * Critical Thinking
 * Team Work
 * Cooperating
 * Listening to others and their ideas
 * Persuasive Writing

Being able to work in and learn from others in reciprocal situations. Striving for accurate communication in both written and oral forms Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned. A desire for exactness, fidelity and craftsmanship. Persevering in task through to completion; remaining focused.
 * The habits of mind that students will practice in this project: **

Who would you be buying a gift for? What do you think your gift will cost? Were you right? How close was your guess? Where are you going to purchase your gift? How will you earn enough money pay for this gift? How can we share our findings with others? What questions can you answer by looking at your graphs? Are there any questions you cannot answer from it/them?
 * Craft the Driving Question: **

Early in the Project- Achievement Series Pretest. Pre-selected groups will create an itinerary describing their intended plan that is based on the driving questions. Individual students will submit an estimate and their own thoughts and theories on the project.
 * Plan the Assessment: **

During the Project Based on daily formative assessments I will make remediation or enrichment plans for individual students. Exit Questions Story Problems Daily Activities

End of the Project Individuals will submit their final project. Individuals will review other’s presentations. Achievement Series Posttest

This project requires students to access the Internet to obtain information. I will assist in the estimation processes and the calculations. I will also provide printed materials for students to research as well. Note: each student will have a folder to organize all their materials. They must keep everything they do! They will be turning this folder in at the end of the project.
 * Map the Project: **
 * Day 1** – Administer Achievement Series Pretest


 * Day 2 ** – Students are given groups. Each student should decide for whom they’d like to buy a gift for, someone else or themselves. Students should brainstorm with each other who they buy gifts for at Christmas and what the perfect gifts would be and why. Students should individually make a list of possible ideas and estimates of what each gift will cost.

Assessment: Exit Question Based on Estimation Faith and her relatives went on a shopping spree. At the mall, they spent $562 dollars all together. A bit later, they went to Scheels and spent $947 all together. About how many dollars did they spend in all?

Each student will find basic information regarding their top gift choices using the Internet and materials they have brought with them and that I have provided. At the end of the day each student should have 3 gifts items chosen and prices for each gift from 3 or more different stores.
 * Day 3 ** – View BrainPop Video Online. Comparing Prices.

Collaboration Work in groups to find an explanation for the following problem:
 * Day 4** –

Mrs. Nelson earned a 76%, 91%, 100%, 89%, and a 94% on her reading assignments. On her report card for Mrs. Lingberg’s reading class she earned a 90%. In order for Mrs. Lingberg to calculate Mrs. Nelson’s grade she had to find the mean (average) of Mrs. Nelson’s assignments. How do you think Mrs. Lingberg found the mean of Mrs. Nelson’s assignments? Prove it!

Assessment: Write a similar Story Problem for Mrs. Nelson to solve. Be prepared to grade her homework and to explain to her why she got the problem correct or incorrect.

Compare and Contrast top gift choices. With their groups and individually students are able to calculate and explain mean for a whole number data set.
 * Day 5 ** – View BrainPop Video Online. Mean, Meidan, Mode, and Range.

Gather, Graph, and Interpret Data. Start to make a final choice brainstorm how you are going to explain, persuade, and support the decision you’ve made. []
 * Day 6-7 ** – View BrainPop Video Online. Graphs.
 * Day 8 ** – Where am I going to buy my gift and what gift am I going to purchase? Explain, persuade, and support decision.

Write a short Persuasive essay based on your data from Day 6 and Day 7. Use ReadWriteThink.Org to help you. []

Brainstorm: // Encourage students to think of all the sources of their personal money: allowance, selling items at a garage sale, gifts, etc. Ask if they have any ideas for making money. // Read two or three stories from the list below. Talk about the choices that the characters make with their money. · Fuller, Matthew. //Smart Little Saver//. Matthew Fuller. ISBN: 0967584906 · Halperin, Wendy Anderson. //Once Upon a Company: A True Story//. New York: Orchard Books, 1998. ISBN: 0-531-33089-3 (Out of print, but available at some libraries) · Lewis, E. B. //My Rows and Piles of Coins//. Clarion Books, 1999. ISBN: 039571861 · Murphy, Stuart J. //Lemonade for Sale//. Scott Foresman, 1998. ISBN:0064467155 · Murphy, Stuart J. //The Penny Pot.// Harper Trophy, 1998. ISBN:0064467171
 * Day 9 ** – How am I going to purchase my gift?

Work on Budget Assessment: Budget Worksheet
 * Day 10 ** – View BrainPop Video Online. Budgets.
 * Day 11-13 ** – Project

** Day 14-15 ** - Presentations

This project, as designed, will be implemented over a period of 3 weeks or so. The makeup of the project is such that it can be run as the sole lesson for those days.
 * Day 16 ** - Administer Achievement Series Posttest

All students/teachers should be informed of the project’s requirements and evaluations. This project is also designed to incorporate the use of mathematical calculations.
 * Manage the Process: **

Teachers have been provided with a rubric for instructor evaluation. The rubric is for the individual and based on their research. This rubric will be shared with students before they start their project. Individual students will submit a final thought on the project including a review of the other groups’ presentations, as well as in a discussion at the end of each presentation.
 * Reflection and Evaluation: **