Techniques to improving the standard of living
My lesson would be centered around students that are either tenth or eleventh grade. The routine that I chose to use in this lesson was the Anticipation Guide. The scene I drew from was at the end of the book when Nya’s village finally gets clean water and they are building a school in their village as well.
In the book Nya has to walk to a body of water everyday a couple miles away to fill up for the day. The only school is a couple hour walk and the only medical help is also a days walk. How this scene relates to my content area is the modeling process to figure out how much land they will need, how far to dig, how much water is needed to sustain the population, how much food needs to be produced, the geometry of building houses and schools, and modeling the effects of growing the society. In my lesson I would first start by talking about the standard of living for villages and people in the south Sudan. In this lecture to make sure to include education, health care, water quality, agriculture, and housing/shelter. The students will eventually be split up in to groups and each group will take a section( education, health care, water quality, agriculture, and housing/shelter) to research how they could improve that aspect of the south Sudan. Before splitting the students up in to groups the teacher will have them do the first step of the anticipation guide by having the students write down what techniques they think would improve those aspects. After giving them time to write down their thoughts the teacher will split them up in to groups and assign each group one of the different sections. Have each group look at specific aspects of each section that would pertain more to mathematics.
Shelter:
How many square feet will the average house be
What kind of material will be used
What will be the size of each room
How many people will the houses hold
Farming:
What will be grown
How much water will be needed
How much land will be needed
The production rate of the crops
Schooling:
Projected growth of the society
How big will the school be
What will be age range for each specific class
How big will each classroom be
Water quality:
What is the concentration level of clean water
How much water will be produced for each well ( every hour)
How big will the well be
How many wells will there be to sustain (school, Farming, hospitals, and life)
Health:
How big will the hospital be
How many resources will it take to build and sustain the building
How will get medicine to the hospital
These sections would be given to each group to give them leading questions to answer when trying to figure out techniques or ways to model these situations. Teacher will explain that each group needs to research their topics and find techniques or ideas on how they can accomplish this goal as a group. The students will have to present their findings the next day in either a video display, a slide show/power point, or writing it out and using a document camera. Then students will fill out there after part for what they researched and could add to their original thoughts or completely erase their first thoughts. The they will explain their findings in presenting it to the class and putting all of the aspects together to see if their findings would benefit a south Sudan village.
Montana Mathematics Content Standards for Mathematical Practice: Grades 9–12 Explanations and Examples:
HS.MP.1. Make sense High school students start to examine problems by explaining to themselves the meaning of a problem and looking for entry points of problems and to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of persevere in solving the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, them. and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. By high school, students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. They check their answers to problems using different methods and continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
HS.MP.4. Model with High school students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. mathematics. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. High school students making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Students are expected The Standards for Mathematical Practice describe ways in which students ought to engage with the subject matter as they grow in to: mathematical maturity and expertise.
