- Author:
- Melody Casey
- Subject:
- Mathematics, Social Studies
- Material Type:
- Lesson Plan
- Level:
- Upper Primary
- Grade:
- 5
- Tags:

- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English

# Education Standards

# Quarters for Haiti

# GEDB Haiti: Quarters for Haiti (Lesson 2 of 4)

## Overview

In this lesson, students will learning about monetary amounts (a quarter) and what a quarter could buy you here in the United States as well as in Haiti. Students will also be exploring fractions by comparing the same monetary amount to a fraction of a dollar and also write out a dollar amount using fractions in simpliest form. 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 learning about monetary amounts (a quarter) and what a quarter could buy you here in the United States as well as in Haiti. Students will also be exploring fractions by comparing the same monetary amount to a fraction of a dollar and also write out a dollar amount using fractions in simpliest form.

**Content**

**Student Engagement/Motivation**

Students will be actively engaged through the math PBL and be able to relate their own lives and the value of a quarter to life in Haiti. Students use their own experiences to help understand the value in another country.

**Learning Targets and Criteria for Success**

SWBAT Recognize own perspective and investigate the world by

- Investigating how fractions (1/4) relate to money both in the United States and in Haiti.
- Investigating what a fraction of a dollar is worth to students in the United States and apply the same monetary amount to worth in Haiti and analyze the differences with the same amount of money.

**Learning Tasks and Practice**

Students will follow the power point slides for the Powerpoint, *Quarters for Haiti*, as they investigate money amounts through fractions and statistics.

**Day 1** Investigate the World- Students will individually answer the following questions: What do you know about what has recently happen in the country of Haiti? Where in the world is the country Haiti? As a whole class, the students will have a discussion about their answers to the above questions. This will help students understand the locations of Haiti as well as gain an understanding of the background students have about the county. Also, show the students a photo of the location of Haiti in the world.

They may make changes to their responses to the above questions if needed.

**Day 2** Investigate the world and recognize perspectives: Students will work in a small group and brainstorm what they can purchase for a quarter here in the United States. After this, students will write down what they think they can purchase for a quarter in Haiti. After a few minutes, the teacher will go through the power point slide and students will learn what can be purchased with a quarter in both the United States and Haiti. Take the time at the end of the lesson to discuss this and talk about some things that we take for granted here in the United States.

**Day 3** Recognize Perspectives- Students will analyze what quarter found here in the United States and determine what symbols mean. The teacher will pass out the quarter and have the students write down all the symbols found on the quarter. The teacher will translate the latin phrase found on the quarter. Students will then recognize these symbols and determine a meaning and why these particular symbols were placed on the quarter and their significance. After this, students will reflect about the following questions in their math notebook“What do these symbols tell us about how we should respond to help our neighbors in Haiti?” They will reflect in paragraph form in their notebook.

**Day 4** Investigate the World and GE Recognize Perspectives-Students will be recognizing what a quarter means in this lesson but pertaining to a fraction out of a whole. Write these answers on the white board. After this, they will look at the population of Haiti and look at different statistics involving these people relating to the fraction amount ¼. Some of these facts and statistics include poverty, hunger, natural disasters etc. Have every 4^{th} student stand in the room and then read over the statistic for the first four bullets. Then have the ¾ that are sitting to stand and the ¼ standing to sit and read the final statistic. After the teahcer finishes acting out this scenario with the class, have the students reflect about this in their notebook and write down how it made them feel when they were the person who had to stand up or see how many people just in our classroom were affected.

**Day 5** GE Recognize Perspectives- Students will be given a worksheet that has different monetary amounts on it. Students are required to write down the money amount using dollar symbols and then convert this to a fraction. Some of these fractions may include proper fraction and mixed numbers. To make this assignment more challenging, the teacher can have the students simplify the fractions. After students complete the worksheet, allow the students to discuss with their classmates about what they could purchase with those amounts in the United States and in Haiti and why the same monetary amount has much more significance in Haiti than in the United States. Why is the value of a quarter, although only worth $.25, is worth more in Haiti than here. Students should use higher order thinking skils here to reflect on why a quarter is stil worth the same monetary amount but has more more significance in Haiti.

**Collecting and Documenting Evidence of Learning**

All evidence of student learning will be in their math PBL notebook

**Student Self-Reflection and Action Steps**

Students will be able to share some of their reflections from Quarters for Haiti with the class. End the discussion talking about perspective with the students and how everyone does not share the same perspective. We learned about quarters over the past few days and learned that what our perspective of what a quarter is worth is not the same as the perspective of a Haitian child with quarters. This can be used in other instances as well and it important for us to recognize and understand that we all have different perspectives based on location, values, and how we are raised.