TGC Fellow Unit Template *

Prepared by: Cynthia Tormohlen

Subject:Consumer Math

Grade: 10-12

School/Location:Fort Morgan CO High School Math

Unit Title: Cost of Daily Living

Time Needed: 15 class periods -50 min.

Unit Summary:
Students will be investigating the cost of essential items in different countries around the world and the relation between these costs
and the average salary.
Stage 1 Desired Results
ESTABLISHED GOALS:
Students will apply research skills to find
the cost of items and average salary.
Apply different graphs to display results.
Use percents to find relation between cost
of items and average salary.
Compare and contrast results.

Transfer
Students will be able to independently use their learning to(real world purpose)
Research the world outside their own environment.
Recognize perspectives of others and understand how daily costs of essential items can
impact peoples lives,

CCSS.Math.Content.HSS.3.1.A
Summarize, represent, and interpret data on
a single count or measurement variable.
(CCSS: S-ID)
i. Represent data with plots on the
real number line (dot plots,
UNDERSTANDINGS
histograms, and box plots). (CCSS:
Students will understand that
S-ID.1)
CCSS.Math.Content.6.RP.A.3.c
Find a percent of a quantity as a rate per
100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems
involving finding
the whole, given a part and the percent.
CCSS.Math.Content.HSS.1.2.A.
Reason quantitatively and use units to solve

Meaning

ESSENTIAL QUESTIONS
Do items cost different amounts depending
on where you live and if so why?
How to mathematically compare items both Is there a correlation between cost of items
numerically and graphically.
and the average salary in a country?
There are many forms of currency
How to use percents to quantify
relationships.

Acquisition

Reason quantitatively and use units to solve

problems (CCSS: N-Q)
i. Use units as a way to understand
problems and to guide the solution
of multi-step problems. (CCSS: NQ.1)
1. Choose and interpret units
consistently in formulas.
(CCSS: N-Q.1)
2. Choose and interpret the scale
and the origin in graphs and
data displays. (CCSS: N-Q.1)
ii. Define appropriate quantities for the
purpose of descriptive modeling.
(CCSS: N-Q.2)
iii. Choose a level of accuracy
appropriate to limitations on
measurement when reporting
quantities. (CCSS: N-Q.3)
CCSS Math Standards for Mathematical
Practice
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and quantitatively.
3. Model with mathematics.
4. Use appropriate tools strategically.
5. Attend to precision.

GLOBAL COMPETENCY:
Gain an awareness and interest in learning
about the world and how it works.
*investigate the world beyond their
immediate environment
*recognize perspectives, others and their
own
*access and analyze information

Students will know (Content)

How to use mathematics to calculate,
compare, and describe the differences in
price of items and also in relationship to
average salary.
How to convert units in order to compare
items.
Look at the cost of items in relations to
mean salary from a global perspective.
Analyze data found on websites as valid/
invalid

Students will be able to (Skills)

Calculate amount of change, percent, and
percent of change.
Apply these mathematically skills to make
comparisons.
Graph data by histograms and scatter plot.
Use technology to gather information.
Understand how the prices of goods
correlate with the average salary.

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl
chart, exit ticket, observation, draft,
rehearsal)
Research Websites on cost of items and
average wages in countries
Exit tickets on math skill items
Observation of Group Work
Create histograms and scatter plots from
data tables that calculated percent of
average wage. Analyze and explain the
data.
Assessment OF Learning: (ex:
performance task, project, final paper)
Quizzes and Final Test
Homework Assignments
Final Poster of Results (displayed in the
classroom and math hall)

Evaluation Criteria (Learning Target or Student Will Be Able To)

In depth research methods to gather accurate data.

Correct procedures with use of a calculator (one day no calculator since the students in
the classrooms in India are not allowed to use them)
Collaboration with all members and willingness to listen and explain to each other.
Precise, accurate, organized, displays information clearly.
Clear explanations that is correct and easy to understand.

Accurate, demonstrates knowledge of procedures.

Makes connections, correct.
Detailed, informative, accurate.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be
separate)
Week One:
Students will review percents and calculate the percent of a number. Students will be given data and make a histogram and scatter
plot. Students will be given a map and identify where countries are around the world. Guest speaker from Somalia will discuss with
students what it is like to purchase items in his home country.
Week Two:
Students will convert one monetary unit in various countries to the U.S. dollar. Students will research the cost of five essential items
in seven different countries on at least six continents. They will use diverse media sources such as online newspapers or websites. The
student will find the average salary in each of these countries. Students will compare and contrast these costs with two other students
and analyze their data and discuss the connection between costs and average salary.
Week Three:
Students will graph their findings using a histogram and a scatter plot. Students will present their graphs to two classmates and pick
one of each representation to make a poster to present to the class and display in the classroom or math hallway of one of the students
data. Students will be assessed by given data similar to what they researched and make a histogram and scatter plot and draw
accurate conclusions.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Cost of Items in other Countries

Subject:

Consumer Math

Prepared by: Cynthia Tormohlen

Materials Needed: Technology with internet access and a sheet for each student with a list of possible websites that may be used.
Global Competency: Investigate the world beyond their immediate environment
Recognize perspectives, others and their own
Access and analyze information

Where is the lesson going?

(Learning Target or SWBAT)

Students will gather data which will be analyzed and used to make graphs in later lessons.
Students will be able to summarize their results and share the results with others.

Hook:

Tailored Differentiation:

Watch the video- What McDonalds Costs in Other Countries?

https://www.youtube.com/watch?v=N_blu97Dotg
Students will draw the names of seven different countries out of
different containers so that all students will have a variety of
countries from around the world.

Equip:

Students may need extended time to research the items.

Some students will be told the website that will give the needed data.
Some students will research three websites and compare the data on
each website.

As a class, the students will decide on five essential items they

will research to find the cost in each of the countries they chose.
The students must also find the average salary in each country.
The students will explore websites to find the needed data and
record the data into a table. The students will find the total cost
of the essential items and the percent of the daily salary the total
cost of these items represent. Students will analyze the results,
and draw a possible conclusion on how it may influence the
lives of those living in that country.

Rethink and revise:

Students pick a card and share with two other students with the
same card their results and perspectives. The group of three
students will then write a summary of their results and what
they learned about each others countries and the impact on
individual citizens of the cost of items compared to the daily
salary.

Evaluate:
Students will individually write in their math notebook what
they learned about cost of items when comparing the cost to the
percent of the average daily salary after their discussions with
two other students. Students will also write how this may
impact the lives of the citizens of the country.

Notes:
This lesson could easily take two class periods. Consumer Math

Some students will research three websites and compare the data on
each website.

Notes:
This lesson could easily take two class periods. Consumer Math Organization:
is a class with students with varied abilities. There are ELL
students, students on IEPs, and students who have taken upper
About 25 % of the students have a phone with internet access, reserve
level math classes such as Algebra II and College Algebra.
laptops, Chrome Books, or iPads for the other students.
Have seven containers with one container having the United States listed on
all of the individual papers and the other six containers each having
countries from a similar region so that when students draw they will have
countries from around the world.