Lesson Title: The Mathematics of Immigration Lesson #:11 Kathryn Grell General Objective: make children aware of the

usefulness of math in summarizing info Specific Objectives: students will collect, display and analyze data to solve problems Knowledge: differentiate between 1st and 2nd hand data Skill: construct and interpret double bar graphs to draw conclusions Language: define 1st and second hand data: review terms graph, pictorgraph and pie chart Introduction (i.e. Bridge): Have a graph or pie chart about underground railroad. Remember when we began discussing immigration how we made living bar graphs? Pre-Assessment: see how many types of graphs and charts they can name can they think of what their functions/ uses are? Participatory Learning: Time Participation (teacher) Participation (student) 5 minutes Remind students about day 1 living bar talking in small groups and estimating graphs; ask them to estimate how that would look in other classrooms/ school wide provide # of students/grade and total 5minutes review the terms 1st and 2nd hand data listening/remembering 15minutes send groups of students to different classes collecting, as class displaying by grade to collect data( be sure to give colleagues a #Canadian born, # foreign born, totaling heads up before); write results on board discuss results then look at results in 5 minutes paragraph form: why is a graph turn taking; listening; analyzing advantageous? Facilitate discussion about where they think 10 minute different immigrants came from and why? sharing and respecting different theories provide them with stats about economic immigrants, family immigrants, refugees 5 minutes and temporary worker; use smart board but listening; viewing also a hand out with defines terms and shows graphs, charts provide them with puzzle piece about their immigrant and when and why they 10 minute came(puzzle piece will include text form reading, reflecting collaboratively on info about local population stats); give them differences a minute to share with table: explain homework options Post-Assessment: Homework is due in 2 days assess home work; option 1) take on the role of your immigrant and write a letter to a friend explaining why you came and whether it was a good decision ( date letter to reflect when your character came) include a bar graph: example Shibo Wang is 1 of 3000 Chinese in 1871 in B.C.s population of 33586 or 2) create an immigration bar graph or pie chart of your own either from your neighborhood, your friends, your teammates or 3) create a cartoon of why your immigrant came include community Transition: The mathematics of immigration tells us a lot about who comes, and where they come from what it doesnt tell us is how immigrants feel, what difficulties they have. Tomorrow we will explore what immigration means for Canada. Possible Modifications: omit temporary workers from discussion; provide handout with cartoon definitions of types of immigrants; limit the data collecting to the other classes in grade 5 provide an unfinished form-letter; page with empty comic strip boxes Research Connections: Wherry, Arron. (2012). Canadian Immigration by Numbers: an infographic on the latest immigration figures. Macleans Canada. Retireved from: http://www.macleans.ca/authors/amandashendruk/canadian-immigration-by-the-numbers/ This provides lots of good graphs and statistics on visual form. http://www.immigrationwatchcanada.org/links/graphsvisuals/ This provides articles with referencing and running stats; unfortunately the author is not named and it is continuously updated so the publication

date varies with the article. Publisher (2012). Rethinking Immigration: The Case for the 400000 Solution. The Globe and Mail May 4, 2012. Retrieved from: http://www.theglobeandmail.com/news/national/time-to-lead/rethinkingimmigration-the-case-for-the-400000-solution/article4170229/ This provides one side of this issue.