Trip of a LifetimeUnit LessonV: MathConnection(Trip Budget) Name Kelly Geasley Date 13 November 2013 Grade/Subject 5th Grade Social

Studies

COMMONCORESTANDARD(S)& CLUSTERADDRESSEDBY GOALSANDOBJECTIVES: Social Studies C.S.1.0: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures. 1.01: Understand the diversity of human cultures Science GLE 0507.Inq.3: Organize data into appropriate tables, graphs, drawings, or diagrams. Math 5.NBT.3: Read, write, and compare decimals to thousandths 5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths UNITGOAL(S): TLW develop a basic knowledge of and appreciation for other cultures by studying their demographics, languages, currency, geography, and patterns of daily life. TLW discover the meaning of culture through group discussion and research LESSONOBJECTIVES,SUBOBJECTIVES,ASSESSMENT,ANDTHINKING: LearningObjectives/ Subobjectives Howwill the objective/subobjectivebe assessed? Level of Thinking in BloomsTaxonomy

TLW compile a trip budget based on real-world prices for the tourist attractions, hotels, and restaurants on their Daily Itinerary

Trip Budget (summative)

Synthesis

TLW add, subtract, and multiply decimals (prices)

Trip Budget (summative)

Application

TLW calculate the percent of their total expenses spent in the areas of airfare, food, lodging, and entertainment

Budget pie graph (summative)

Application

TLW create a pie graph that represents their Trip of a Lifetime expenses

Budget pie graph (summative)

Comprehension; Synthesis

ESSENTIALQUESTIONS: Can the student calculate real-world expenses involving decimals in a variety of ways? PRIORKNOWLEDGE/SKILLS: Addition and subtraction of decimals Basic understanding of decimal multiplication (lesson is developmental) INSTRUCTIONALPROCEDURES: LessonOpener o Attentiongetter Pass out students Destination Information forms and Daily Itineraries o Hook( 2 minutes): Project sample budget and pie graph on the board Today youre going to figure out the amount of money spent on your trip of a lifetime. We can do this by using the amounts you recorded on your Daily Itineraries. o Bridge( 2 minutes): Take a minute to refresh yourself on your trip! Share some of the places you visited with a neighbor. Developmentof conceptsand/orskills o Explanationand guidedpractice( 10-15 minutes) Talk students through the sample budget and itinerary Show students how to add-up prices to get totals, and have them follow along in their notes Show students how to convert totals into percentages (multiply by 100 and divide by total amount) Howwill guidedpracticebe monitored? Class discussion and teacher monitoring o Crosscurricularapplications Social Studies: using information gathered from country research Math: adding and multiplying decimals, and calculating percents Science: organizing information into tables and diagrams o Learningmodalities Visual: budget and pie graph Auditory: direct instruction and class discussion Tactile: drawing pie graph (independent practice) IndependentPractice( 20-30 minutes) o Pass out budget and pie graph templates (attached) o Students will take the remainder of the class period to fill out their trip budgets, calculate totals, and create a pie graph

o Students may use classroom computers for further research, if necessary StudentReflectionand LessonClosure;includesampleof standardizedtest question( 5 minutes) o Students can share their budgets and pie graphs with their tables/a buddy o Sample standardized test question: Rachel has $80.00 to spend on Christmas gifts for her brothers and sisters. She has already spent $62.00. What percent of the original amount does she have left to buy gifts? A. 77.5% B. 22.5% C. 7.5% D. 2.5% Roomarrangement:individual desks or tables Alternativeand/orsupplementalactivitiesfor additionalpractice: o Students can practice calculating percentages with further standardized test questions Adaptationsfor individuallearnerswith disabilities Disability Typeof Adaptation Adaptationspecificto this lesson Pair student with fluent English-speaking classmate

CommunicationDisorder (ELL)

Level of support

IntellectuallyGifted

Participation

Pair student with LD classmate

LearningDisability (dyslexia)

Level of support

Pair student with a buddy and have them check each others work

PhysicalImpairment (wheelchairrestricted)

Disability should not affect Disability should not affect student during this student during this lesson lesson

FUTUREASSESSMENTTO DETERMINERETENTIONOF CONCEPT(S): Trip of a Lifetime final presentations MATERIALSANDTECHNOLOGYNEEDEDFORTHELESSON: Smart board or overhead projector Sample budget and pie graph (attached) Travel budget and pie graph template (attached) Daily Itinerary (from previous lesson) Rulers

Colored pencils Scientific calculators

EMERGINGTECHNOLOGIESTHATWOULDBE USEDWERETHEYAVAILABLEANDA DESCRIPTIONOF USE: www.piecolor.com used with a class set of Ipads (or other touch tablets) Students can create digital pie graphs, in a hands-on way Classroommanagementstrategiesto be used: Preventative: Greet, seat, complete X Active learning/multiple modalities incorporated X Cl Mgmt Plan: Rules/consequences/routines/procedures Parents contacted Supportive: X Directions given X Students redirected X Positive learning behaviors recognized X Academic feedback given X Proximity control used X Individuals/small groups monitored X Appropriate learning behavior cued X Lesson pace considered X Teacher withitness anticipated X Classroom management plan implemented Corrective: X Procedures and rules cued X Individual behavior observed X Individual behavior described X Correction for individual behavior planned Plan executed REFLECTIONSON TEACHINGANDLEARNING : 1. How do you think the lesson went (be specific)? 2. What was the strongest component of the lesson? 3. What instructional component needs the most refinement and what do you plan to do to improve that area? 4. How did you know which students accomplished the goals and objectives of the lesson and which did not? 5. How did you provide academic feedback to your students? 6. What insights are you discovering about your teaching? 7. How did your choices and actions of classroom management support student learning?

Travel Budget
Day 1 Airfare Lodging Meals Entertainm ent Ot er !er-!erson Total" #um$er of %eo%le travelling" Tri% Total" Day 2 Day 3 Day 4 Day 5 Total

!ie &ra%

'ategory Airfare Lodging Meals Entertainm ent Ot er

Tot al

!er(e nt

)am%le Travel Budget

Day 1 Airfare Lodging Meals Entertainm ent Ot er
$157.5 $359

Day 2 Day 3 Day 4 Day 5

$359 $359 $359 $157.5 $359

Total
$315 $1795 $463

$88

$40

$40

$60

$235

$42

$340

$0.00

$40

$65

$487

$0.00

$0.00

$20

$80

$0.00

$100

!er-!erson Total" $3160.00 #um$er of %eo%le travelling" Tri% Total" $6320.00

)am%le !ie &ra%

'ategory Airfare Lodging Meals Entertainm ent Ot er *s o%%ing+ gifts+ et(,-

Tot al 315 179 5 463 487 100

!er(e nt 9.9% 56.8% 14.65 % 15.41 % 3.17%

(hand-draw pie graph)