Standards in Global Education
|
|
5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second.
|
5.NF.3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
|
Integration of Global Education
|
|
Lesson Plan Modification
I have taught the Math unit on graphing several years in a row. We usually work straight from the textbook. My goal this year is to connect our study on American Immigration so that the statistics we learn about can be the data used to learn about the creation and purposes of line graphs.
|
Teaching division with fractions is a major benchmark in 5th grade. I hope that by incorporating our partner classrooms around the world, this set of mundane lessons will be brought to life for my students.
|
Outcom Assessment
For the Topic Test for the unit on Data, students will complete the normally assigned questions. 20% of their grade, however, will be based on their creation and interpretation of immigration data for Italian immigrants to New York City from 1880-1930. Not only will students need to demonstrate the mathematical knowledge necessary to create the line graph displaying the years and numbers of immigrants, they will also need to postulate reasons for the increase in numbers of immigrants.
|
In most of our Math units, the quizzes and tests come directly from our curriculum. For the unit that focuses on division with fractions, I will not use those assessments. In their place, I will use several of the quizzes created and designed by my students. The topic test will also include questions created by our math-pals from Taiwan, Argentina and Italy.
|