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Teaching and Learning Collaborative Lesson Study


Adapted from K-12 Alliance/WestEd

MIAA360: Lesson Study


Team Members: Sara Brisby, Rebecca Borlik, Connie Costa, Cathe Long

Teaching Dates: April 30, 2013 (TCK) and May 12, 2013 (CL)

Concept for this lesson: How does collecting data and using math change our world? Graphing real data, Rate of Change

Keep coming back to the essential question throughout the lesson. Add an extension question to ask earlier finishers What other
ways will this data collection affect change?


Grade Span: Algebra 1


Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Engage

Time:
____ minutes


Materials:
Videos and interactive
link (links in Teacher
does), poster paper
with concept (essential
questions listed)


As they come in, have the world hunger map on the
projector
http://www.ifpri.org/tools/2013-ghi-map
Instead of telling them about the map at the
beginning of class, Teacher should elicit
responses for what they observe. Teacher needs
to make sure the 1990 map was shown.How would
you interpret this map?
What do you think are some reasons for the different
colors?

Or be playing the
https://www.youtube.com/watch?v=lUer_ZA4sJs

Q: What do you know about World Hunger?
Students respond.


Collecting math statistics help lessen
world hunger

Statistics from the video







NGSS
Dependence of
human systems
on natural
resources
Environmental
Literacy
Demonstrate
knowledge and
understanding
of the
environment
and the
circumstances
2

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd


Video


Evaluate
Student responses to
the question.



As you watch the video, look for any
mathematical statistics. Be ready to share out.
Show video

https://www.youtube.com/watch?v=YJNLZRbvG
dA

Q. In the video, what observations did the
producers have, and how did that drive data
collection and eventually how do you think that
affected change/progress?





By collecting statistics, people
discovered that their were possible
solutions to alleviate the severity of the
hunger problem.


and conditions
affecting it,
particularly as
relates to air,
climate, land,
food, energy,
water and
ecosystems
Demonstrate
knowledge and
understanding
of societys
impact on the
natural world
(e.g., population
growth,
population
development,
resource
consumption
rate, etc.)


Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explore:

Time:
___ minutes

Materials:

Child nutrition programs, global aide, water
projects, and many other things have been done to
help reduce world hunger. In a moment you will
get data from one world region to graph and
analyze to see if world hunger has really been
decreasing.
Students will explore the GHI (Global Hunger






Graph your countrys data

Quantities
Reason
quantitatively and
use units to solve
problems.
1. Use units as a
way to understand
3

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd



Graph Paper,
GHI data papers
(one for each group)





























Index) for their assigned region. (Put students in
6 groups)
1. South Asia
2. Sub-Saharan Africa
3. East and Southeast Asia
4. Near East and North Africa
5. Latin America and Carribbean
6. Eastern Europe and Commonwealth of
Independent States

Explan GHI:
The Index ranks countries on a 100 point scale,
with 0 being the best score ("no hunger") and 100
being the worst; neither extreme has occurred.
Values less than 4.9 reflect "low hunger", values
between 5 and 9.9 reflect "moderate hunger",
values between 10 and 19.9 indicate a "serious",
values between 20 and 29.9 are "alarming", and
values exceeding 30 are "extremely alarming"
hunger problem.
[10]

The GHI combines three equally weighted
indicators: percentage of undernourished people,
prevalence of underweight children aging less
than age five, and mortality rate of children aging
less than five
Pass out the information that each group needs to
graph.

Students graphs should look similar to the
following (though they can make line graphs):

(GHI score on Y-axis, Year on X-axis)
















problems and to
guide the solution
of multi-step
problems; choose
and interpret units
consistently in
formulas; choose
and interpret the
scale and the origin
in graphs and data
displays.

Interpret linear
models.
7. Interpret the
slope (rate of
change) and the
intercept (constant
term) of a linear
model in the
context of the data.

MP2) Reason
abstractly and
quantitatively.

MP5) Use
appropriate
tools
strategically

MP4) Model
with
mathematics.



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Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd











Evaluate
Consider Decision
Points Assessments


http://www.ifpri.org/sites/default/files/ghi13fig21
.jpg




After graphing this data, what observations can
you make?

































Students may notice the decreasing








5

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

slope of all their graphs, and may make
statements relating to this.


Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explain:

Time:
___ minutes

Materials:

Question 1 and 2
worksheet for each
student (32)







Evaluate
Consider Decision
Points Assessments
If students falter here and only find change of y-
values, it is important to ask them about if they
understand rate. If they understand rate, they
may realize that they have to find the change of
y-values divided by the change of x-values. The
word slope (gradient, incline, pitch) is used to
describe the measurement of the steepness of a
straight line. The higher the slope, the steeper the
line. The slope of a line is a rate of change.
You can also display the formula for their
assistance.


Students can find the average yearly rate of
change by averaging their individual rates or by
using the formula for slope of a line given
multiple points.
http://stats.stackexchange.com/questions/29525/sl
ope-of-a-line-given-multiple-points



Students will answer Question 1 and 2

Student groups answer the following
questions using their graph.
What is the rate of change in the GHI
from
90-95?
95-2000?
2000-2005?
2005-2010?


What is the average yearly rate of
change in GHI from 1990-2010?


F-IF
Interpret functions
that arise in
applications in
terms of the
context.
4. For a function
that models a
relationship
between two
quantities, interpret
key features of
graphs and tables in
terms of
the quantities, and
sketch graphs
showing key
features given a
verbal description
of the relationship.
Key features
include:
intercepts; intervals
where the function
is increasing,
decreasing,
positive, or
negative; relative
maximums and
minimums;
symmetries; end
6

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd


behavior; and
periodicity.

F-IF
6. Calculate and
interpret the
average rate of
change of a
function (presented
symbolically or as
a table) over a
specified
interval. Estimate
the rate of change
from a graph.


Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Extend:

Time:
___ minutes

Materials:
computer access


What do you think may have happened during
times where the hunger and malnutrition
decreased?
http://en.wikipedia.org/wiki/Global_Hunger_Inde
x

http://www.ifpri.org/ghi/2013/global-regional-
national-trends

Students will research what historical,
social, or cultural factors may affect
their countrys GHI.

They can research the aide that has
been provided in large part because of
the GHI making aide groups aware.


MP3) Construct
viable
arguments and
critique the
reasoning of
others.
7

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd


Evaluate
Consider Decisions
Point Assessments



Exit ticket: Notice and wonder about the factors
that affect their GHI
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Evaluate:

Time:
___ minutes

Materials:
Blank Paper Poster
where students will
make their Cause
and Effect Map

Evaluate
Rubric for Cause &
Effect Map
http://www.readwrit
ethink.org/files/reso
urces/lesson_images
/lesson925/go-
rubric.pdf

How do math and statistics change the world
around us in a positive way?

Can you see other possible solutions to end world
hunger?








Cause and Effect Map with at least
Students make a cause and effect map
about the GHI of their region. They
added possible causes leading to the
hunger, and real effects (including the
decrease of GHI).




Present to class.
Students may include causes such as
the number of undernourished people,
underweight children aging less than 5,
and mortality rate of children less than
5. They may also include causes such
as wars, famine, droughts.
Effects could be the global initiatives
that have taken place due to the GHI of
that particular region. For example:
the creation of positive macroeconomic
frameworks, or digging wells for water
access.
How do culture,
religion, and
geography
affect world
hunger

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