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Title: R o a d T r i p Subject/Course: M a t h & T e c h n o l o g y

Topic: Numbers & Operations, Process Skills , & Data Analysis Grade: 4 Designer: H o l l y B o y k i n

Stage 1 – Desired Results

Established Goal(s)
Numbers and Operations
M4N2 Students will understand and apply the concept of rounding numbers.
M4N4 Students will explain and use properties of the four arithmetic operations to solve and check
problems.
a. Describe situations in which the four operations may be used and the relationships among them.

Data Analysis
M4D1 Students will gather, organize, and display data according to the situation and compare related
features.
a. Represent data in bar, line, and pictograph.
b. Compare different graphical representations for a given set of data.

Process Skills
M4P1 Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M4P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M4P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent
whole.
c. Recognize and apply mathematics in contexts outside of mathematics.

BIG IDEA: I will have to use math as an adult!

As a result of participating in this unit, students will be able to . . .
 Round a number (an amount of money) to the nearest hundredth (penny).
 Decide which operation should be used to solve a problem and explain why that operation is the
most appropriate.
 Use an on-line graphing program to create and print a graph.
 Compare data and correctly answer questions about a graph that they created.
 Use technology tools to research real-world concepts related to math.
 Use technology tools to communicate their understanding of math concepts.
 Use technology tools to reflect upon the process of mathematical problem solving.
 Apply and adapt a variety of appropriate strategies to solve problems.
 Cooperatively work in a group to solve real-world and mathematical problems.
 Communicate how math is used in the “real-world.”
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Stage 2 – Assessment Evidence
Performance Task(s) Summary in G.R.A.S.P.S. form
GOAL: Students will create and plan a “trip package” for a destination that they randomly select.
ROLE: Students will assume the role of a travel consultant.
AUDIENCE: The travel consultant (student) will have to convince their clients (other students in the class)
that their destination is the best!
SITUATION: The challenge will be creating a “trip package” for a family of 2 adults and 2 children. The
trip package must include meal costs, fuel costs, lodging costs, and ticket prices.
PRODUCT: The students will create a PowerPoint to advertise their “trip package.”
STANDARDS: Your product must meet standards outlined in the attached rubrics.

Key Criteria:
Travel Brochure and Power Point must include accurate meal costs, fuel costs, lodging costs, and ticket
prices.
Calculations sheet must include accurate meal costs, fuel costs, lodging costs, and ticket prices.
Bar graph displays correct data.
Math journals must contain three to five sentences in paragraph form.

Other Evidence
Travel Brochure Rubric
PowerPoint Rubric
Calculations Sheet in Math Packet (will be scored with a rubric)
Bar Graph Rubric
Math Journals from Microsoft Word (will be scored with a rubric)

Stage 3 – Learning Plan

Learning Activities Consider the W.H.E.R.E.T.O. elements.

ALL ACTIVITIES ARE COMPLETED IN GROUPS OF FOUR.

DAY ONE
Explanation of class rules and procedures.
Explanation of project.
Students will be given the names and addresses of seven destinations.
Students will use “Map Quest” to determine the number of miles from Sylvania, Georgia to their
destination.

DAY TWO
Students will calculate the estimated amount of money that will be needed to purchase fuel to
drive to each destination and back home again.
Students will graph mileage and fuel costs on a graph by using the “Kids Create Graph” website.
Students will type a reflection in Microsoft Word (about the cost of gas).

DAY THREE
Students will “draw” one of seven destinations.
Students will visit the website of their destination to find and calculate the ticket prices for a
family of four (2 adults and 2 children).
Students will go to Expedia to compare prices for hotels near their destination. From the
information they receive on Expedia, the students will decide on a hotel and type an explanation
of why that hotel was chosen.

DAY FOUR
Students will calculate the cost of meals.
Students will set a gift shop allowance for each member of the family.
Students will type a reflection in Microsoft Word to explain their gift shop allowance choices.

DAY FIVE
Students will complete their calculations sheet and the teacher will score it using the rubric.
Students will begin their PowerPoint.

DAY SIX
Students will complete their PowerPoint.
Students will type a reflection about creating the PowerPoint.

DAY SEVEN
Students will complete a brochure about their destination.
Students will type a reflection about creating the brochure.

DAY EIGHT
Students will share their PowerPoint and brochures with their classmates.
Students will type a reflection about the project and changes that they would make.

Used with Permission

Wiggins, G. & McTighe, J. Understanding by Design, 1998