ࡱ> qspq` c!bjbjqPqP 6`::***8*dX+>E+,,,,,,,DDDDDDD$Fh(ID/,,//D,,D222/p,,D2/D22@hA,+ `%*0@BE0>EAJ0J AJA ,-|2.d{.,,,DD2X,,,>E////XdX Focus Plan Texarkana Independent School District GRADING PERIOD:3rd 6 WeeksPLAN CODE:Teacher: WintonCourse/subject:MathematicsGrade(s):6Time allotted for instruction:1 1 hours  Title: How Much Is My Money Worth?Lesson TOPIC: Multiplication and DivisionTAKS Objective: Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.FoCUS TEKS and Student Expectation: Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to: (C) use multiplication and division of whole numbers to solve problems including situations involving equivalent rations and ratesSupporting TEKS and Student Expectations: (11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics  ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatMultiplication Multiplication is the operation by which the product of two quantities is calculated.Division Division is an arithmetic operation that is the inverse of multiplication.Rate Rate is an amount of a charge, payment, or conversion relative to some basis.    I. Sequence of Activities (Instructional Strategies) A. Focus/connections Prior to class starting, cut out the table on the Money Winnings Worksheet. You should have 15 total winnings to pass out. Also make copies of the Conversion Table Worksheet to distribute to your class. After students have entered the classroom, place them in pairs. Tell your students that they are going to visit another country today. Explain that money rate changes every day depending on the economy of the country they are visiting. Give each student a copy of the Conversion Table Worksheet. Go over in detail what the different conversions mean. B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) Next discuss how to convert rates of exchange. Tell your students that on a certain date, 1 U.S. dollar = 1.2837Australian dollars. Ask your students the following question: If I had $350 U.S. dollars, how would I calculate how many Australian dollars I would have? After students have identified that multiplication is how you would do the conversion, demonstrate on the board. Also discuss that after you have visited a country, you will need to convert your money back to U.S. dollars. Ask your students the following question: If I had 53 Australian dollars and was ready to convert to U.S. dollars, how would I do that? After division has been identified as how you would convert back, demonstrate on the board. C. Guided activity or strategy Next hand each pair a cut out from the Money Winnings Worksheet. Tell students to use the Conversion Table Worksheet to calculate how much they have won. Monitor as students work on conversions. Answer questions as needed. After ample time has been given to complete guided activity, have one student in each pair tell their conversion orally. Make sure that each student has an understanding of the conversion process. Have students return to seats and give each student a copy of the How Much Is My Money Worth? Worksheet. D. Accommodations/modifications Students requiring modifications may complete the guided activity with peers to ensure understanding of the money conversion process. E. Enrichment II. STUDENT PERFORMANCE A. Description Students will complete the How Much Is My Money Worth? Worksheet individually. B. Accommodations/modifications Students requiring modifications may check conversions with a peer to ensure the proper conversion rate is being utilized. C. Enrichment iii. Assessment of Activities A. Description Individual grades may be taken on the How Much Is My Money Worth? Worksheet. B. Rubrics/grading criteria Grades may be taken based on the How Much Is My Money Worth? Worksheet Grading Rubric. C. Accommodations/modifications D. Enrichment E. Sample discussion questions Why is it important to know how to convert money if you travel to foreign countries? What other real world applications do we use multiplication and division? IV. TAKS Preparation A. Transition to TAKS context The teacher will lead the students in a discussion of how multiplication and division problems may look in test format by placing the TAKS questions below on the board/overhead. B. Sample TAKS question 1. Several middle school bands boarded buses after a marching competition. If there were 21 buses and about 47 band members on each bus, about how many band members were on the buses in all? A. 70 B. 900 C. 1,000 D. 1,250 V. Key Vocabulary Multiplication, Division, Rate VI. Resources A. Textbook Math Advantage ~ Middle School I Chapter 16: Algebra: Real-Life Relationships Solving Multiplication and Division Equations, pp. 310 - 312 Student Handbook Lesson 2.2 p. H44 Supplementary materials Conversion Table Worksheet Money Winnings Worksheet How Much Is My Money Worth? Worksheet How Much Is My Money Worth? Worksheet Answer Key C. Technology Students may be taken to the computer lab to utilize online money conversion web sites. Example: http://www.xe.com/ucc/ Students also may utilize Excel to set up conversion tables. VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) As an extension to this lesson, the teacher could locate a take-out menu from a local restaurant and have students convert each item on the menu to a foreign currency. VIII. Teacher Notes The following website contains a money conversion lesson that incorporates Social Studies, Math, and Language Arts.  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