York I.S.

Integrated Catholic Curriculum Lesson

Subject/Course/Code: Applied Mathematics
MFM 1P
Review of Important Concepts From 3 Units
Unit 2: Number Sense
Unit 3: Measurement
Unit 5: Linear Relations
Duration (no. of periods / length of teaching time):

Grade: 9

Period 3A: 11:25 am - 12:05 pm

Period 3C: 12:45 am - 1:25 pm

Differentiated Instruction and Accommodations:

Knowledge of Students based on student:
! Readiness ! Interests / Preferences ! Learning Styles ! Intelligences ! Other (e.g. gender)
Differentiated Instruction Response
! Learning materials (content)
! Ways of demonstrating learning (product)

! Ways of learning (process)

! Learning environment

Curriculum Connections
Academic Expectation(s):
UNIT 2: NUMBER SENSE
Overall Expectation
By the end of this course, students will:
1. Solve problems involving proportional reasoning.
Specific Expectations
Solving Problems Involving Proportional Reasoning
By the end of this course, students will:
1.1. Solve problems involving ratios, rates, and directly proportional relationships in various
contexts (e.g., currency conversions, scale drawings, measurement), using a variety of
methods (e.g., using algebraic reasoning, equivalent ratios, a constant of proportionality;
using dynamic geometry software to construct and measure scale drawings).
1.2. Solve problems requiring the expression of percents, fractions, and decimals in their
equivalent forms (e.g., calculating simple interest and sales tax; analyzing data).
UNIT 3: MEASUREMENT
Overall Expectation
By the end of this course, students will:
2. Solve problems involving the measurements of two-dimensional shapes and the volumes of
three-dimensional figures
Specific Expectations
Solving Problems Involving Perimeter, Area, and Volume
By the end of this course, students will:
1.1. Solve problems involving the volumes of prisms, pyramid, cylinders, cones, and spheres.
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York I.S. Integrated Catholic Curriculum Lesson

UNIT 5: LINEAR RELATIONS
Overall Expectation
By the end of this course, students will:
4. Connect various representations of a linear relation, and solve problems using the
representations.
Specific Expectations
Investigating Constant Rate of Change
By the end of this course, students will:
1.1. Express a linear relation as an equation in two variables, using the rate of change and the
initial value (e.g., Mei is raising funds in a charity walkathon; the course measures 25 km,
and Mei walks at a steady pace of 4 km/h; the distance she has left to walk can be expressed
as d = 25 4t, where t is the number of hours since she started the walk).
Learning Skill(s):

Numerical skills
Reasoning skills
Problem solving skills
Inquiry skills
Investigating skills
Communication skills

Catholic Connections
Graduate Expectation(s):
A reflective, creative and holistic thinker who solves problems and makes responsible decisions
with an informed moral conscience for the common good.
A self-directed, responsible, lifelong learner who develops and demonstrates their God-given
potential.
A collaborative contributor who finds meaning, dignity and vocation in work, which respects the
rights of all and contributes to the common good.
A caring family member who attends to family, school, parish, and the wider community.
A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and
the sacredness of human life.
Catholic Social Teachings:
Community and the Common Good
Our Church teaches that the role of government and other institutions is to protect human life and
human dignity and promote the common good.

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York I.S. Integrated Catholic Curriculum Lesson

Option for the Poor and Vulnerable
In a society marred by deepening divisions between rich and poor, our tradition recalls the story of
the Last Judgment (Matthew 25:31-46) and instructs us to put the needs of the poor and vulnerable
first.
Participation and Subsidiarity
All people have a right to participate in the economic, political, and cultural life of society. It is a
fundamental demand of justice and a requirement for human dignity that all people be assured a
minimum level of participation in the community.
Solidarity
Catholic social teaching proclaims that we are our brothers' and sisters' keepers, wherever they live.
We are one human family, whatever our national, racial, ethnic, economic, and ideological
differences. Solidarity means that "loving our neighbor" has global dimensions in an interdependent
world.
Role of Government
The state has a positive moral function as an instrument to promote human dignity, protect human
rights, and build the common good. Its purpose is to assist citizens in fulfilling their responsibility to
others in society. Citizens need the help of government to fulfill these responsibilities and promote
the common good.
Prayer: A Mathematics Prayer
In the name of the Father, the Son, and the Holy Spirit.
Dear Lord,
We thank you a hundredfold for the love and care that you have given us. May we return to you your
good works by multiplying it with love and respect, adding more faith, subtracting the unworldly
behavior and evil works and dividing your given talents to others so we can sum it all and be united
as one in your family.
In this we pray, in the name of the Father, the Son, and the Holy Spirit,
Amen.
Scripture(s):
John 3:16
For God so loved the world that he gave his one and only Son, that whoever believes in him shall
not perish but have eternal life.
Romans 12:9-10
Love must be sincere. Hate what is evil; cling to what is good. 10 Be devoted to one another in love.
Honor one another above yourselves.

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York I.S. Integrated Catholic Curriculum Lesson

Virtues:
Temperance - Constant mindfulness of others and one's surroundings.
Charity - Generosity; Willingness to give; and a nobility of thought or actions.
Diligence - A zealous and careful nature in one's actions and work.
Kindness - Compassion, friendship, and sympathy without prejudice and for its own sake.
Humility - Modest behavior, selflessness, and the giving of respect.
Prior to this lesson, students will have:
Applied their knowledge of rates, unit rates, percentages and proportional reasoning to real
life problems.
Learned how to calculate of the volume of a cylinder and the volume of a prism.
Demonstrated their understanding of how to find the rate of change and y-intercept from a
word problem to create a linear equation.
Assessment and Evaluation
Assessment Tools:
Anecdotal Notes
Rubric
Checklist
Rating Scale
Other: _____________________________________________________________

Portfolio

Student Profile

Assessment Strategies:
Observation
Learning Log
Presentation
Oral Question & Answer
Self-assessment
Conference / Interview
Work Samples / Essays
Peer-assessment
Response Journal
Demonstration/ Exhibition
Quiz/Test
Performance Task
Other __________________________________________________________________________

Materials and Resources

Classroom Materials:
SMART Board
Teaching Resources:
iPads (Access to internet)
Chart paper (Brainstorming)
Handout

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York I.S. Integrated Catholic Curriculum Lesson

Minds On / Mental Set / Hook

Grouping

Establishing a positive learning environment

Connecting to prior learning / experiences
Setting the context for learning

Timing

Whole class
(W)
Groups of ____ (G)
Individual
(I)

15 Minutes

Description:
Review important concepts learned in the Unit 2: Number Sense, Unit 3: Measurement, and Unit 5:
Linear Relations, such as percentages, ratios, calculating taxes, find unit rates, use proportional
reasoning, determining volume of a cylinder and sphere, and creating linear equations.
Action

Grouping

Introducing new learning or extending/reinforcing prior learning

Providing opportunities for practice and application of learning
(Guided > independent)

Whole class
Groups of 6&7
Individual

Timing
(W)
(G)
(I)

40 Minutes

Description:
Students will work on the three different mathematics problems presented in the in-class assignment
handout. (See Attached) They will be divided into 3 groups. Throughout the classroom, I will set up
three stations (1 station for each Part). The groups will rotate through each one to work on the 3
different parts (Measurement, Linear Relations, and Number Sense).
Part A: Measurement
At St. Basil-the-Great College School the student council is organizing a Christmas food drive. They will be
collecting and delivering food cans from every class to be donated to needy families in Toronto. Our class duty
is to determine how we will pack the three different sized cans into the three different sized boxes.
" Measure the diameter and the height of your cans and record them in the table below.
" Determine the volume of each can.
" Measure the dimensions of the packing boxes specific for each can and calculate its volume.
" Calculate the number of cans that will fit in the box.
" Determine the empty space remained in the box after it is filled with the cans.
Part B: Linear Relations
Students at St. Basil-the-Great College School are hosting a fundraiser to raise money to purchase basketballs to send
to children in Rwanda.
" If 1,200 students attend the school, how much money would be raised if every student donated $1.00?
" If 1,200 students attend the school, how much money would be raised if every student donated $2.00?
" Assume every student in the school donated the same amount of money. Create a linear equation to
represent the amount of money donated by each student and the total amount of money raised.
" Assume the teachers and staff at St. Basil-the-Great College decides to donated $500.00 in addition
to the amount raised by the students. Create a new linear equation to represent the amount of money
donated by each student plus the donation from the staff and the total amount of money raised.
" Sports Chek sells basketballs for $19.99 each plus 13% tax. How many basketballs can St. Basil
purchase is each student donated $5.00?
Part C: Number Sense
Your class has decided to organize a bake sale to raise money to be donated to a charity of your choice. They
have decided on the following prices for baked goods to be sold. Flyers were made and distributed around
the community with the following process:

4 brownies for
3 cookies for
1 cake for
Vanessa Ottaviani

$1.25
$1.00
$4.50

5 cupcakes for
1 pie for
2 popcorn bags for

$2.50
$5.00
$0.75
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York I.S. Integrated Catholic Curriculum Lesson

" Two days before the bake sale your math teacher informs you she would like to make 120 cookies.
She would like you to provide her with a recipe from the cookbook, including the exact amount of
ingredients she will need to bake the total number of cookies.
" One day before the bake sale your class sets a goal to raise at least $150.00 to be donated to the charity
of your choice. What quantities of baked goods do you recommend having on hand to raise $150.00 at
the bake sale?
" The bake sale is finally here! The first person in line is your school principal, and he would like to
purchase 6 of every item. You notice your price list is for different quantities, so this would require
multiple calculations. How much is your principals total purchase, including 13% tax?

These three different problems are real life situations that have been occurring at St. Basil-the-Great
College School. Students and staff have been organizing and participating in several different
fundraiser events. This activity will show the students the importance of working together as a
community to help others in need, while demonstrating their mathematic skills.
Consolidation and Connection

Helping students demonstrate what they have learned

Providing opportunities for consolidation and reflection

Grouping

Whole class
(W)
Groups of ____ (G)
Individual
(I)

Timing

20 Minutes

Description:
As a class discussion allow students to share their responses to Part D: Reflection and Discussion.

Part D: Reflection and Discussion
Discuss with your group what impact you could make on the life of the students in need with a food donation, a
fundraiser to purchase basketballs, and a bake sale. Consider the difference when one class or a cohort or a whole
school contributes towards this cause. Write a summary of your discussion.

Students will engage in discussion about giving to charities and raising money. They will have the
opportunity to talk about the Bibles teachings regarding money and giving it away to others or
back to God. We will also explore as a class the different attitudes towards money and giving.

REFLECTION AFTER THE LESSON

Two things that went well:
# The students used their previous knowledge from all three units to answer the questions
associated to each problem. Having the students rotate in groups worked very well. This is
something I would definitely consider doing again in my classroom.
# I noticed a few students were stuck on a couple of the questions, but other students in their
group assisted them. It was great to see the students all helping each other because it really
enforced the moral and catholic values associated with this lesson.
I wish:
# At some points the students became quite talkative and strayed from answering the questions
on the assignment. I wish that there was less talking and more focus on the mathematics
assignment. For next time, I will make sure that I prepare the groups ahead of time so there
will not be as much talking about unrelated topics to mathematics.

Vanessa Ottaviani

Vanessa Ottaviani