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# Lesson Plan Form

## Name: _Cherie Jackson____________________________________________

Lesson #: __1__ Lesson Title: __Marketplace Math_________________
Date: __________
each)_______

## Time (Class Period) __All (70 min

Central Focus
Students will use a variety of math concepts learned this year in real world situations based of
of Parvanas experience in Kabul, Afghanistan in the book The Breadwinner by Deborah Ellis.
Instructional Focus
What do I know about my students that will inform this lesson?
N/A
How does this lesson connect with and build on the previous lesson(s)?
Common Core/Georgia Performance Standards
MGSE7.NS.3 Solve real-world and mathematical problems involving the four operations with rational
numbers.
MGSE7.EE.2 Understand that rewriting an expression in diferent forms in a problem context can clarify
the problem and how the quantities in it are related. (For example a + 0.05a = 1.05a means that adding
a 5% tax to a total is the same as multiplying the total by 1.05.) Solve real-life and mathematical
problems using numerical and algebraic expressions and equations.
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of
operations as strategies to calculate with numbers, converting between forms as appropriate, and
assessing the reasonableness of answers using mental computation and estimation strategies.
MGSE7.EE.4 Use variables to represent quantities in a real- world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the quantities.
MGSE7.SP.1 Understand that statistics can be used to gain information about a population by
examining a sample of the population; generalizations about a population from a sample are valid only if
the sample is representative of that population. Understand that random sampling tends to produce
representative samples and support valid inferences.
MGSE7.SP.2 Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions.
MGSE7.SP.4 Use measures of center and measures of variability for numerical data from random
samples to draw informal comparative inferences about two populations.

## Learning Objectives/Learning Targets

Objective/Target
Students will solve mathematical problems involving the four operations with
rational numbers (positive and negative) in order to create a budget.
Students will construct simple equations using variables to create a plan for
the budget.
Students will examine the population of the game, their incomes and
struggles.
Students will make inferences by examining data.

Discussion, lecture, compare, budget, graph, plot, calculate, infer

Assessment
Budget
Worksheet
Budget
Worksheet
Class graphs
Class graphs
and small
group
discussion

Assessments
Score Card
Budget Worksheet
Instruction Strategies and Learning Tasks (Procedures & Timelines)
Time

Purpose

Students will be divided into groups & centers after drawing their cards.
Everyone draws their cards and record what they drew in their
These cards are
the basis of their
5 min
Math Journals
data.
One player card
One asset card
3 Humanity cards (students will write their name on
them)
Center A
Show
Students will independently complete the Budget Worksheet based on the
understanding of
20 min
information on their cards.
math concepts.
Planning makes
for less confusion
during the game
(and life).
Independent think
time.
Center B
Students practice
Students will add their data to the class graphs on the board.
graphing data.
20 min
Students see how
Histogram: What is the daily income from your job? (\$0-\$1.99, \$2.00their piece of
\$3.99,)
data contributes
Bar graph: What is your class?
to the population
as a whole.

20 min

Docs
Center C
Minilesson: Breaking Down the Budget
We will discuss the meaning behind the points and each category and why the
students need to budget for them.
Food Points: You gain 1 Food point for every 700 calories worth of food
you buy. The number of calories are listed along with the prices. How
many calories are needed for a human to survive? How many calories
does the average American take in? How many calories does the average
person living in poverty in Afghanistan take in? Is that a problem? Article
to explore: http://www.worldbank.org/en/news/pressrelease/2012/03/04/government-of-afghanistan-releases-latest-data-onpoverty-and-food-security
Shelter Points: You gain 1 Shelter point for every portion you pay for
your housing (if there are 3 of you living there and the rent is \$6 per day,
you get a point for every \$2 you pay).
Safety Points: You can buy safety points by:
paying contractors to protect you and your family
buying self-defense items like pepper spray
These are like buying insurance. Towards the end of the game, there will
be wildcards with either a good situation or a bad one. Anyone who does

## Explore how math

is involved in
daily life and
survival.
Provide clarity for
their budgeting
goals.
Introduce them to
actual numbers
and statistics
Afghanistan.
Allow students to
open up a
world issues
regarding the
different
elements of the
game and
Parvanas life in

5 min

Homewor
k

not have enough safety points will not be protected from the situation
and may lose points in other areas.
http://www.numbeo.com/crime/city_result.jsp?
country=Afghanistan&city=Kabul
Clothing points: You get one point per outfit per person.
Entertainment points: There are different items or event tickets you can
buy that are worth entertainment points. We will discuss the role that
entertainment plays in our daily lives and its effect on our overall moods
and stress levels. We will also briefly talk about the differences between
wants and needs.
Humanity points: These are worth different amounts to people of different
classes, but are worth nothing to the original owner. Anyone can give a
humanity card to anyone they choose, however it is advised that students
choose carefully. If a poor person is begging for money for food points
and a rich person gives them some, then the poor person should give them
a humanity card for their charity. If a poor person gives something to a
rich person (safety points if the rich person gets an unlucky wildcard and
doesnt have enough), then the rich person should give the poor person a
humanity card. Each time a card is passed, the player will write their
name on it. These cards provide points towards a special prize at the end
of the game and are worth more points for each name written on the card.
We will come back together as a class and analyze the charts on the board (to be
continued after the game).
Complete Budget Worksheet if it wasnt finished in class.
Costumes are encouraged for the game, but must be school appropriate.

The

## Quick check for

accurate data
placement.

Student Supports
Small group discussion, independent think time, visual data, active game (next lesson)
Materials and Resources
Game cards (created by me)
Score Card
Budget Worksheet
Computers/laptops (4 will do)
If there is not a Smart board or relative technology in my classroom, I will need butcher paper
for the class graphs & charts.
Reflection
o What worked and for whom? Why?
o What didnt work and for whom? Why?
o What are instructional next steps based on the data from this plan?