Author:
Melody Casey
Subject:
Mathematics
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
5
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Feed the Hunger: Money Comparison Between U.S. and Haiti (Lesson 2 of 4)

    GEDB Feed the Hunger: Money Comparison Between U.S. and Haiti (Lesson 2 of 4)

    Overview

    Students will activate their prior knowledge of Haiti from Feed the Hunger PBL and answer a few questions about Haiti statistics and value of money. They will also relate fractions to the statistics and money amounts. This lesson was developed by Erin Plummer 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

    Students will activate their prior knowledge of Haiti from Feed the Hunger PBL and answer a few questions about Haiti statistics and value of money. They will also relate fractions to the statistics and money amounts.


    Content

    Student Engagement/Motivation

    PBLs activly engage students and motivate them to learn more difficult concepts.


    Learning Targets and Criteria for Success

    SWBAT:  GE Investigate the World and GE Recognize Perspectives by

    • investigating how fractions relate to money and statistics
    • looking at mathematical statistics from Haiti and see how those statistics would impact students here if those statistics applied to students here in the United States.

    Supplies/Resources

    Powerpoint on Quarters for Haiti created originally by The Power of Education Foundation 2010 (http://www.powerofeducationfoundation.org/) permission granted for use by Jen Masternak on 4/17/17 and adapted by Erin Plummer on 10/29/16 (this Powerpoint has been uploaded as a PDF so all have access to the material), several United States quarters (not the United States “state” quarters  you need the ones with an eagle on the back), a math notebook or notebook paper


    Learning Tasks and Practice

    Students will follow the outline for the Powerpoint, Quarters for Haiti, as they investigate fractions and statistics. 

     

    Day 1 GE Investigate the World- Students will individually answer the following questions:  What do you know about what has recently happened in the country of Haiti?  Where in the world is the country Haiti?  Then have a group discussion about their responses.  Record their answers on the board.  Include answers that may be incorrect as well.  Students will then be shown a map of Haiti on a global photo.  They may make changes to their responses to the above questions if needed. 

     

    Day 2 GE Investigate the World and GE Recognize Perspectives-  Students will work on brainstorming things they can buy for a quarter in the United States and what they can buy for a quarter in Haiti.  They will then investigate what they really can buy for a quarter and then make changes to their brainstorming list.  Students will share out their ideas in class and add to their lists.

     

    Day 3 GE Recognize Perspectives- Students will look at what symbols mean.  They will then analyze a quarter and make notes of things they find on the quarter.  They will make a list of pictures and words on the quarter.  The teacher will translate the Latin on the quarter.  Then students will answer “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 GE Investigate the World and GE Recognize Perspectives- Students will look at what a quarter means in a fractional terms.  Then they will look at statistics from Haiti about a quarter of the population.  Have every 4th student stand in the room and then read over the statistics 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.  Let students reflect on how those statistics make them feel in their notebook. 

     

    Day 5 GE Recognize Perspectives-  As optional work students can solve some money addition sheets and change those amounts into fractions out of a dollar (mixed numbers included).  To make this work more difficult, students could be required to simplify the fractional dollar amounts.  Discuss what students could use those money amounts for to purchase items in the U.S. and in Haiti.  Have them discuss why Haiti would consider those monetary amounts to be large sums of money and in the U.S. they would seem like small amounts of money. These can be found at Math-Aids.com.  http://www.math-aids.com/Money/ 


    Collecting and Documenting Evidence of Learning

    Students learning evidence is located in their PBL math notebook.


    Student Self-Reflection and Action Steps

    Students will respond to the PBL in their notebook.  Allow students to share some of their reflections from Quarters for Haiti with the class.  Close the discussion by letting them know that our perspectives about some things do not match other’s perspectives about the same thing.