Jake Frumkin What the World Eats Lesson Plan Content Area: Math Grade 5, Penn Alexander School

Goals / Objectives: - Review of major concepts in computational fluency, number sense and data analysis - SWBAT use mathematics to establish meaningful relationships in SS material - SWBAT work in a collaborative team and strategically share single set of data - SWBAT answer all questions given and clearly organize and present work without individual worksheet - SWBAT improve their reflection and self evaluation skills

Standards: PA Common Core Standards for Math M05.A-F.2.1.1: Solve word problems involving division of whole numbers leading to answers in the form of fractions (including mixed numbers). MA.5.2.6.5.C: Numerical Summaries: Calculate mean and range, identify the median and the mode of a set of data, and use these quantities to describe the data. National Curriculum Standards for Social Studies 3. People, Places and Environments 5. Individuals Groups and Institutions 7. Production Distribution and Consumption 9. Global Connections Materials: - Laptop - SmartBoard - Slides with scanned family profiles - Slide with questions for group work clearly presented - Individual Math Notebooks (in desk) - Pencils - Laminated copy of each family profile (to be shared by group) - Pages: 62- Egypt, 79- Greenland, 94- Japan, 144- US & 12- Australia Questions on Board: 0. Head your paper with name, date and What the World Eats 1. Total amount spent on food for the week in U.S. Dollars (USD) 2. Number of items bought 3. Arithmetic mean price per item (do this by hand and then have one group member check with a calculator) 4. a. Number of pre-packaged items b. Number of non pre-packaged items c. What fraction of the total items are pre-packaged and not? What landmark

fraction is this closest to (if it is reduced to an equivalent fraction)? 5. What is the most popular item? What fraction of the total does this item account for? 6. a. How much money was spent on fruits, vegetables and nuts? b. What percent of the total amount was spent on these items? (To find the percent of a whole, divide the smaller number by the larger number. You may use a calculator for this) c. What landmark fraction is this percentage closest to? 7. Come up with as many other meaningful mathematical facts or relationships as you can that tell us something important about the diets of the family that you are analyzing (find at least 3). 8. What did I do well as a member of my team? What could I have done better? Classroom Arrangement / Management Issues: We will begin at our desks and work there while I model the upcoming activity. I will then split the students into their normal math groups of 4-5 students and instruct them to move to various parts of the room where they will work as a team. I will circulate during this time to ensure that groups are clear on what to do and continue to be on task. Periodic reminders to self monitor their noise levels will be provided if necessary, with class behavior incentive of earning timework chain as reward. Plan: *Class will begin with ten minute number talk routine before moving into the main part of the lesson* (10-15 minutes) We do Introduction to activity: Explain that today we will be using math as a tool for understanding more about social studies and as a way to do a sort of detective work to find patterns and understandings about the diets of people around the world. This will require everyone to use a variety of different math skills and will serve as a review so that I can also know how ready you are for the PSSA in a couple of weeks. Bring up slide with picture of the Brown family from Australia, tell them I want them to take 30 seconds to look at the picture and ask for a handful of reactions to what they see in the picture. Switch to slide of shopping list, give one minute to examine and think silently and ask for a few responses to this. Explain that we will be splitting into our assigned math groups to strategically work through a few different family profiles and sets of data. Switch to list of questions to answer (see below). Begin by modeling how to find answer to Question #1. Move on to Question #2 and give students one minute to try to come up with their own answer. Variety in answers should be present, and move on to need for establishing an operational definition for how to count number of items (each item? Each kind? Each package? How do we count the shelf of soda bottles?). Return to list of questions to be completed, instruct students that each of them will need to have a headed page in their math notebooks where they clearly answer each of these questions which I will then evaluate after school. Highlight importance of question #8 for self-reflection. Ask for any questions from students.

(30 minutes) They do- Group Activity Instruct all students to take out math notebooks, find their next blank page and head it. Split students into groups, and assign them to work in different areas of the classroom. Remind them of expectation for working collaboratively and for keeping noise at a reasonable level. If they can do this, they will earn teamwork chain (repeat this reminder and provide positive vocal feedback to whole room when I see model behavior whenever necessary). Dismiss groups one at a time when I see that they are showing me they are ready to begin and distribute laminated family profile pages. Circulate to check in on progress with each group. Give reminder at 25 minutes to make sure to complete the self-evaluation question. (10 minutes) We do- Conclusion/ Wrap up: Invite students to calmly and quietly return to their seats and give them ten seconds to do so to earn a compliment chain. Ask for representatives from each group to share how much they spent, what the price was per item, and what fraction of the items were prepackaged (record this information on the board). Once all teams have shared, give students 2 minutes to look over the results and jot down any patterns they see or thoughts they have in their notebooks. Discuss these patterns as whole group, use talk moves and have students respond to each other. If there is extra time (out of total one hour) have students share any other interesting observations with a neighbor and then take a few volunteers to share whole group. Have students close math notebooks and put them away neatly in their desks for me to review after school. Transition to social studies lesson. Assessment: Formative assessment via observation of group work and taking notes on class list that I will carry, also evaluate each students notebook with finished work. Self-assessment via Question #8. Accommodations: Group work has been successful from what I have seen. Ell student has strong math skills and is usually very encouraged and well integrated by classmates. IEP student will almost definitely be out of the classroom with special education teacher. Devote more attention to these groups when circulating if necessary and utilize CM as assistant to help with this.