ALEX Lesson Plan

     

Budgeting for the Oregon Trail

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  This lesson provided by:  
Author:Debbe Brooks
System: Madison County
School: Lynn Fanning Elementary School
  General Lesson Information  
Lesson Plan ID: 6359

Title:

Budgeting for the Oregon Trail

Overview/Annotation:

As a part of the online collaborative unit, Westward Ho!, students will work in cooperative groups of 4-5 students to decide what items they need to take on the Oregon Trail, determine the cost of the items, and complete a ledger to inventory (keep up with) items used on the trail. Information will then be used as part of a multimedia slideshow journal describing the journey.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2015)
Grade: 3
1 ) Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3-OA1]

Example: Describe a context in which a total number of objects can be expressed as 5 x 7.

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given any multiplication problem in the form a x b = c,
  • Represent the problem physically or pictorially and describe the relationship between the factors and the product in the equation and the attributes of the representation (i.e., given 3 x 5 = 15, students make 3 piles of buttons with 5 buttons in each pile. They explain that 15 represents the total number of buttons, 3 is the number of piles and 5 is the number of buttons in each pile) ,
  • Write a corresponding word problems containing a multiplication context.
Knowledge:
Students know:
  • Characteristics of multiplication contexts.
Skills:
Students are able to:
  • Represent quantities and operations (multiplication) physically, pictorially, or symbolically,
  • Use mathematical language to communicate the connections between multiplication equations and related representations,
  • Write word problems containing multiplication contexts.
Understanding:
Students understand that:
  • Putting together equal sized groups may be represented by multiplication equations and totals found through multiplication.
AMSTI Resources:
Year One Units
Equal Groups:
Inv. 1: Sess. 1.1-1.4, Inv. 2: Sess. 2.1-2.6, Inv. 3: Sess. 3.1-3.4, 3.6, Inv. 4: Sess. 4.7
Year Two Units
How Many Hundreds?
Inv. 3.5
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 3.1.1: Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
M. 3.1.2: Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
M. 3.1.3: Write an equation to express the product of the multipliers (factors).
M. 3.1.4: Relate multiplication to repeated addition and skip counting.
M. 3.1.5: Apply concepts of multiplication through the use of manipulatives, number stories, skip-counting arrays, area of a rectangle, or repeated addition.
Examples: array-
Image
M. 3.1.6: Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
M. 3.1.7: Solve addition problems with multiple addends.
M. 3.1.8: Represent addition using manipulatives.
Mathematics
MA2015 (2015)
Grade: 3
3 ) Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3-OA3]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given a variety of multiplication and division word problems within 100,
  • Explain and justify solutions and solution paths using connections among a variety of representations (e.g., place value blocks, drawings, open arrays, and equations with a symbol for the unknown).
Teacher Vocabulary:
  • See glossary for problem types (Table 2).
Knowledge:
Students know:
  • Characteristics of multiplication and division contexts,
  • Multiplication and division strategies.
Skills:
Students are able to:
  • Represent quantities and operations (multiplication and division) physically, pictorially, or symbolically,
  • Strategically use a variety of representations to solve multiplication and division word problems,
  • Use informal and mathematical language to communicate the connections among multiplication and division contexts and related physical, pictorial, or symbolic representations,
  • Accurately compute products and quotients,
  • Use symbols to represent unknown quantities in equations.
Understanding:
Students understand that:
  • Multiplication is putting together equal sized groups and division is sharing into equal-sized shares or is sharing equally among a given number of groups,
  • Mathematical problems can be solved using a variety of strategies, models, representations,
  • Variables represent unknown quantities when representing mathematical situations algebraically.
AMSTI Resources:
Year One Units
Equal Groups:
Inv. 1: Sess. 1.1-1.4, Inv. 2: Sess. 2.3-2.6, Inv. 3: Sess. 3.1, 3.3-3.4, Inv. 4: Sess. 4.1-4.3, 4.5-4.7
Year Two Units
Finding Fair Shares:
Inv. 1: Sess. 1.1, Inv. 2: Sess. 2.1
Other Units
Stories, Tables, & Graphs:
Inv. 3: Sess. 3.1-3.7
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 3.3.1: Demonstrate computational understanding of multiplication and division by solving authentic problems with multiple representations using drawings, words, and/or numbers.
M. 3.3.2: Identify key vocabulary words to solve multiplication and division word problems.
Examples: times, every, at this rate, each, per, equal/equally, in all, total
M. 3.3.3: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M. 3.3.4: Recall basic multiplication facts.
M. 3.3.5: Add and subtract within 20.
M. 3.3.6: Represent repeated addition, subtraction, and equal groups using manipulatives.
Mathematics
MA2015 (2015)
Grade: 4
2 ) Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given multiplication and division problems involving multiplicative comparisons,
  • Find, explain and justify solutions using connections between pictorial representations and related equations involving a single unknown.

Given a mixture of multiplicative comparison and additive comparison problems,
  • Apply their understanding of operations and a variety of representations to explain and justify the choice of operation in solving the problem.
Teacher Vocabulary:
  • Multiplicative comparison
  • Additive comparison
  • See (Tables 1 and 2) for problem types.
Knowledge:
Students know:
  • Characteristics of multiplicative comparison problems and additive comparison problems,
  • Addition, subtraction, multiplication, and division strategies.
Skills:
Students are able to:
  • Compare and contrast mathematical contexts in order to determine the types of mathematical comparisons present,
  • Represent multiplicative comparison contexts physically, pictorially, or symbolically,
  • Strategically choose and apply a variety of representations to solve multiplicative comparison problems,
  • Use symbols to represent unknown quantities in multiplicative comparison equations,
  • Accurately compute products and quotients,
  • Use mathematical language to communicate the connections among contexts involving all four operations and related physical, pictorial, or symbolic representations and justify solutions/solution paths.
Understanding:
Students understand that:
  • The operation of multiplication represents contexts of putting together equal sized groups or multiplicative comparisons,
  • The operation of division represents contexts of partitioning into equal-sized shares or contexts of partitioning equally among a given number of groups or contexts involving multiplicative comparisons,
  • The operation of subtraction represents taking apart, taking from, and additive comparison contexts,
  • Mathematical problems (four basic operations) can be solved using a variety of strategies, models, representations,
  • Variables represent unknown quantities when modeling mathematical situations algebraically.
AMSTI Resources:
Year One Units
Factors, Multiples, & Arrays:
Inv. 1- Sess.1.3, 1.5, Inv. 3 - Sess.3.4
CC 1.6A
Multiple Towers & Div. Stories:
Inv. 1 - Sess. 1.2, Inv. 2 - Sess. 2.1-2.6, Inv. 3 - Sess. 3.2-3.4, Inv. 4 - Sess. 4.1, 4.3, 4.5
Year Two Units
How Many Packages & Groups:
Inv. 1 - Sess. 1.1-1.3, 1.5, Inv. 2 - Sess. 2.1-2.5, Inv. 3 - Sess. 3.1-3.6
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 4.2.1: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
M. 4.2.2: Recognize key terms to solve word problems.
Examples: in all, how much, how many, in each
M. 4.2.3: Apply properties of operations as strategies to add.
M. 4.2.4: Recall basic multiplication facts.
M. 4.2.5: Demonstrate computational fluency, including quick recall of addition and subtraction facts.

Local/National Standards:

 

Primary Learning Objective(s):

Students will create a budget for the Oregon Trail according to their needs and financial status. Students will explain why establishing a budget for obtaining essential supplies and keeping an inventory was important for pioneers on the Oregon Trail.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

list of supplies needed by pioneers traveling on the Oregon Trail in the early 1850's, cost of supplies during that time period, supply template, ledger template, the book Daily Life in a Covered Wagon

Technology Resources Needed:

Computers with Internet access, presentation software, such as PowerPoint, Hyperstudio, or KidPix Deluxe, calculators

Background/Preparation:

Provide students with background information about the people, places, hardships, etc. they will encounter on the Oregon Trail using the book, Daily Life in a Covered Wagon, and various websites. Assign students to pioneer family groups and guide them in deciding the make-up of their family and/or traveling companions. They should decide the family name, current occupation/financial status, and why they are traveling to Oregon.

  Procedures/Activities: 
1.)Guide the family groups in setting their budgets and selecting supplies. Assign a specified starting amount to each wagon. They need a minimum of $600 per person. Remember that some wagon members will have more if they are doctors, lawyers, or other professionals. Farm families will have the minimum, unless they take on an extra person who may be richer as an adopted member of their family.

2.)Provide a mini-lesson in multiplying 2-3 digit whole numbers by 4 or 5 (depending on the number in their family wagon), if students have not already had practice with this skill.

3.)Use the price list at the URL below to decide which items to choose for the trip. Multiply the prices of the items chosen by the number of adults and children in wagon family to get subtotals. *Children between the ages of 4-10 count as half.
(End of the Oregon Trail)
This web site is rich with information about the Oregon Trail, including a price list of supplies.


5.)Use calculators to get totals for supplies and make any adjustments needed to fit your family budget.

6.)Use the attached budget ledger or create one of your own to keep up with supplies/animals used, lost, or traded on the trip. Information from the completed budget and ledger will be used as a part of a slideshow presentation describing the journey that students will work collaboratively to prepare to share their experience of the Oregon Trail.


Attachments:
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  Assessment  

Assessment Strategies

The teacher will check the supply lists/budget sheet/ledger for accuracy and completeness. A rubric can be used to assess group cooperation. A prepared or teacher-made quiz on multiplication of 2 and 3 digit by 1 digit problems can be used to assess math concepts. A checklist can be used to assess inclusion of appropriate information in the final slideshow presenttion.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.