IP+Math+Meghan+and+MyKayla

=Instructional Plan/Learning Activities= __**Learning Activity**__ **Graphic Organizer:** Students will be creating a venn diagram of the pros and cons of drafting soldiers. **Cooperative Learning:** Students, in pairs, will be reading and analyzing statistics on how many soldiers were drafted, and why they were drafted. They will then share with each other a fact that they found most interesting or surprising and why. **Technology:** Blogger will be used for students to record their thoughts as well as have students be able to comment as well. Blog- express feelings and emotions that students feel soldiers went through when drafted. || Students will understand that the significance of statistical information from this time period and how it impacted society. || Percentages || Perspective: analyze documented statistics about drafted soldiers. || **7.EE.3:** Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form(whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. **7.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. 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. || **Graphic Organizer:** Students will be filling out a [|KWL Chart] throughout the lesson so I can gauge their previous knowledge of graphing statistics as well as see their understanding after the lesson. **Cooperative Learning:** Students will be using the Think-Pair-Share method to fill out the first column of the KWL Chart. Students will also be put into pairs to experiment with the Fathom software so that they can solve problems together. **Technology:** Students will be using Microsoft Excel to make different graphs to represent the statistics from the war. Excel Graphs- create a graph showing decrease in population during the Holocaust || Students will understand that the statistical information from this time period was significant and impacted society. || Basics of Graphing statistical information || Explain: design visual representations of populations and/or population decreases during the Holocaust and World War II. || **7.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. **7.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. || **Graphic Organizer:** Students will be using a [|Cluster Word Web] to organize their thoughts and observations about various sets of data they will be looking at. **Cooperative Learning:** I will be using the 3-minute review as my cooperative learning activity so I can gauge students' understanding of inferring information about statistics as I go throughout the lesson. **Technology:** Students will again be using the Fathom software to look at, manipulate, and graph statistics about death rates due to radiation. Fathom Graphs- create a graph showing death rates vs radiation || Students will understand that the significance of statistical information from this time period and how it impacted society. || Cause and Effect || Interpret: illustrate graphs that show the increase of death rates due to radiation || **7.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. **7.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. || __**Learning Activity**__ **Graphic Organizer:** Students will fill out a worksheet containing "today's cost" and "cost in 1942". **Cooperative Learning:** In pairs, students will look through newspaper advertisments from today and WWII, then list the comparing prices on the worksheet, then using the formula, find the percent of change. **Technology:** Students will record the date in Excel Excel document- graph each good after solving the percentage problems. || Students will understand that using proportional relationships to solve multi-step ratio and percent problems will enable them to compare and contrast between WWII era and today. || Math Skills || Apply: solve ratios and percent problems that reflect the prices of goods during WWII compared to now. || **7.RP.3:** Use proportional relationships to solve multi-step ratio and percent problems. **7.EE.3:** Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. **7.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. **7.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. || __**Learning Activity**__ **Graphic Organizer:** Students will analyze their Excel documents created in the last lesson. **Cooperative Learning:** In groups of 3-4, students will decide which items where more affordable then, and which are more affordable now. **Technology:** A Prezi will be used to organize and compare specific goods. Prezi- Take the graphs from the Excel document and compare the different goods according to type || Students will understand that using proportional relationships to solve multi-step ratio and percent problems will enable them to compare and contrast between WWII era and today. || Pricing Supply and Demand || Empathy: relate the cost of goods during WWII and today. || **7.RP.3:** Use proportional relationships to solve multi-step ratio and percent problems. **7.EE.3:** Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. || __**Learning Activity**__ **Graphic Organizer:** Students will again be using a Cluster Word Web so that they can organizing their thoughts with their group for their Wiki. **Cooperative Learning:** Students will be working in groups of three or four to complete their Wiki product. **Technology:** Students will be in groups making a Wiki combining all their thoughts about the statistics they have learned with the math that goes along with it. Wiki- with using previous work, compare and contrast population and economy prices || Students will understand that using proportional relationships to solve multi-step ratio and percent problems will enable them to compare and contrast between WWII era and today. || Comparing Inferring || Self Knowledge: reflect on the death rates and economy prices. || **7.RP.3:** Use proportional relationships to solve multi-step ratio and percent problems. **7.EE.3:** Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. **7.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. **7.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. ||
 * Content:**
 * Instructional Plan || Understanding || Know || Skills || CCSS ||
 * 1.
 * Hook:** I will share soldier's journals that where written to families during WWII to express to students the impact being at war had on different families.
 * Artifact:**
 * 7.SP.2:**
 * 2.
 * Hook:** I'll show my students the ghastly statistics from the Holocaust to shock them and to introduce them to statistics.
 * Learning __Activity__**
 * Artifact:**
 * 3.
 * Hook:** Students will watch a youtube video about the Hiroshima atomic bombing so I can introduce radiation to those who don't know and show how radiation applies to WWII.
 * __Learning__ Activity**
 * Artifact:**
 * 4.
 * Hook:** I will give students a seamingly little amount of money, then tell them that that is all they must use to buy a set amount of goods. Puzzled at first, student's will realize that during WWII, the prices were significantly different and the value of money has changed.
 * Artifact:**
 * 5.
 * Hook:** Ask sudents to guess what the average salary was in 1942 and what is is today.
 * Artifact:**
 * 6.
 * Hook:** I will give students a chance to write about their thoughts about what they have learned throughout this unit. Whether it is about the facts or the math, I want students to be thinking about this unit.
 * Artifact:**