# GEDB Haiti: Packing Food for Haiti (Lesson 1 of 4)

## Overview

In this lesson, students will be completing a math problem based learning activity by solving mathematical problems and activites to help when students pack food through our Feed the Hunger Campaign. This lesson was developed by Marissa Piersanti as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

# Lesson Plan

**Description**

In this lesson, students will be completing a math problem based learning activity by solving mathematical problems and activites to help when students pack food through our Feed the Hunger Campaign.

**Content**

**Student Engagement/Motivation**

Students will be actively engaged in a math problem based learning activity through completing hands on learning and solving engaging mathematical problems relating to Feed the Hunger.

**Learning Targets and Criteria for Success**

SWBAT:

- when given floor dimensions, be able to correctly make a blueprint model of our food packing stations
- find the area of two dimensional surfaces ( rectangles)
- multiply and divide whole numbers and decimals
- complete a multiple step world problem using the operations of multiplication and division
- divide by whole numbers and interpret remainders
- subtract whole numbers
- solve real life application word problems
- determine how many boxes each class will be able to pack during their scheduled time on food packing day
- determine how many of food can be packed based off of the amount of money we raised as a school

**Supplies/Resources**

notebook, pencil, calculator, Food Packing PBL smartnotebook file permission given by Erin Plummer to use on 10/26/16 to use

**Learning Tasks and Practice**

Day 1:

Together as a class, make a chart based off of what is given with the information on the smartnotebook file. Then, write down everything students know (the dimensions of the gym, how many tables are at a food packing station, the dimensions of the tables) and also what is needed to know how to solve the problem.

On graph paper, students are all to individually sketch out the dimensions of the gym ( 59 ft by 92 ft). A large area or space for this part of the project should be used. Make sure to use the correct dimensions when the blueprint is created, for example, a gym, classroom, or cafeteria. These dimensions have to be correct so it is important to check over answers all together. It is important to discuss dimensions and why it is important the dimensions of the gym are accurate. Note, you may not be able to count 1 unit by 1 unit due to size of graph paper, so each box may need to equal 2 feet instead of 1.

After the dimensions of the gym are mapped, on graph paper, students will individually try to figure out how many food packing stations can fit in the gym and where would be the best spot to place these stations. Each station has 5 tables and the dimensions of each table is 5 ft by 10 ft. Once again, it is very important to know the correct dimensions of each table so the blue print is accurate when the tables are placedon the food packing day*.*

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Day 2:

Together with the class, make an anchor chart based off of what was given with the information on the smartnotebook file. Then, write down everything that is known( how much money we raised as a school, how much each bag of food costs, how many bags are in a box, and how many bags are in a box) and also the class together will write down anything that is needed to know to solve the problem.

Next students will work in small groups to answer the following problem: "With our fundraiser we raised $8,105.52 It costs $.28 for each meal and each bag of food has 6 meals. Forty bags can be packed into each box. Figure out the exact number of boxes needed."

Students must first figure out how to solve this real life word problem and then solve. After students have an answer, they can check over their work with a calculator.

Day 3:

To begin the activity, review what was learned in the previous day( how many boxes of food we can pack). This information will help in the next step of the pbl. The next problem is **“Our school has 44 classes that will need to be included in packing the food. Mrs. Gardner needs some additional help in figuring out how many bags of food each class can pack during their session, so that all students have an equal opportunity to pack food. The 7 kindergarten and first grade classes will partner with the 4**^{th}** and 5**^{th}** grade classes.**”

As with the previous lessons, make a chart of the information that is known in addition to what needs to be solved. Students will analyze the problem and will be able to determine what is known: there are 121 boxes, there are 44 classes, 7 kindergarten and 1^{st} grade classes will pair with the 4^{th} and 5^{th} grade classes ** this means the class will divide by 30 classes not 44 since they are being paired with the older grade levels. The students will have to solve how many boxes each class will be able to pack.

After the chart is completed together, students will work together in their problem based learning group to solve the problem. They should be able to figure out to solve the problem you must divide 121 boxes by the 30 classes. Each class will be able to pack 4 full boxes with a little left over.

Students will have to be able to analyze the remainder meaning some classes may pack 5 boxes, but not many.

**Closure: **Now you are ready for food packing day when Feed the Hunger comes to help with Haiti. The gym has been mapped out, you determined how many boxes we can pack together as a school as well as how many boxes each class can pack. On Friday, all of your hardwork will be put together and you will take action and pack bags and boxes of food for Haiti!

**Student Self-Reflection and Action Steps**

Students will reflect in their math notebook refelcting on their entire Feed the Hunger Math PBL. They will reflect on the whole process.