Vocabulary
- Dewey Decimal System
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Public Service
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Public Library
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Borrowing
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Loan
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Lending
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Late Fees
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Interest
Objectives
- Students will learn about loaning and borrowing.
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Students will practice using the Dewey Decimal System.
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Students will learn about the social and educational function of libraries.
Next Generation Science Standards
- PS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information
Common Core Mathematical Standards
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OA. Operations and Algebraic Thinking
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NBT. Number and Operations in Base Ten
Required Project Materials
- Dewey Decimal Detective Badges (toy badges can be found at craft and toy stores)
Multimedia Resources
Optional Multimedia Resources
Before the Lesson/Background Information
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If possible, find a librarian at a local public library to assist with the lesson.
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Arrange a field trip to a local public library and obtain permission to host the lesson there.
Homework from Previous Session:
The Lesson
Part 1: What is the Dewey Decimal System? (20 mins)
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Once at the library, begin to read Do You Know Dewey?: Exploring the Dewey Decimal System with the students.
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Demonstrate how the system works by showing them the markers on the back of a few books.
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Have the students practice putting the piles of books in order.
Part 2: Dewey Detectives! (20 mins)
- Following the exercises in the book, have groups of students seek out particular topics of interest, or specific books.
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Make it fun: they are playing as Dewey Decimal Detectives!
Part 3: Dewey Discussion (20 mins)
- If possible, have a librarian lead or assist with this part of the lesson.
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Bring the class together again for discussion. Review the history of libraries and why they are important.
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Go over the process of borrowing and lending. Discuss the importance of taking care of library books. What happens when the books are late? Introduce the concept of interest and compare this to library late fees and fines.
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Pass out Dewey Decimal Detective badges!
Lesson 7: Market Mayhem
Grade Level: K-5(Adaptable)
Suggested Time:45-60 minutes
Overview
Students will start out with a set amount of imaginary money. They will make a list of things they think they can buy with that amount of money, then go on a fieldtrip to a nearby grocery store to test their shopping list. Groups will compete with each other for the best budget!
Vocabulary
- Groceries
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Budget
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Estimation
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Price
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Inventory
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Substitution
Objectives
- Students will practice estimating costs of items and putting together a budget.
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Students will explore the actual prices of food items.
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Students will learn about inventory by considering how to substitute items that are unavailable.
Next Generation Science Standards
- PS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information
Common Core Mathematical Standards
- OA. Operations and Algebraic Thinking
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NBT. Number and Operations in Base Ten
Required Project Materials
- Receipt paper
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Pencils and erasers
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Calculator
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Packaged snacks as prizes
Multimedia Resources
Optional Multimedia Resources
Before the Lesson/Background Information
- Locate a nearby grocery or corner store for the field trip and let the proprietor know you will becoming. It would be a good idea to purchase your prizes from this person, too!
Homework from Previous Session:
The Lesson
Part 1: Budget Bending (15 mins)
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If you have time, read Pigs Will Be Pigs: Fun with Math and Money together.
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Separate students into groups and give each group the same imaginary amount of money. For example, you might tell the groups that they each have $20 to spend.
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Each group will need to come up with a list of grocery items (food only) to last a whole week. Guessing at the cost of each item, they will have to stay within the budget. Individuals within the group should consult with each other to arrive at their best guess for the cost of each item.
Part 2: Market Mayhem (20 mins)
- Once the groups have their lists, take the class to a nearby store. Have the group record the actual price of each item on the list. If the store doesn’t have a particular item or if the item is just too expensive, the group is allowed to make a substitution on that item as long as it is in the same food group and used for a similar purpose (for example, tortillas instead of bread, or strawberries instead of blueberries).
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However, the group is not allowed to take any items off the list! If they can’t stay within budget, that’s part of the game.
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Approve of any substitutions before you leave the store.
Part 3: Market Masters and Budget Blasters (25 mins)
- Return to class and evaluate each group’s results. Was anyone able to stay under budget? Who paid the lowest amount for the food they wanted? Who stayed closest to the exact budget amount?
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Announce winners and handout prizes. Who are the “Market Masters” and who are the “Budget Blasters”?
Lesson 8: Time is Money
Grade Level: K-6 (Adaptable)
Suggested Time: 45-60 minutes
Overview
“Time is money” is a popular saying. But is it true that time is money?Students will play games that teach them how to tell time and how to count money. Then they will connect concepts between the two by using math understanding, for example, how fractions can either help one to tell time or to count money.
Vocabulary
- Digital
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Analog
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Hours
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Minutes
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Seconds
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Half Past
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Half Dollar
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Quarter Till
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Quarter
Objectives
- Students will use games to learn the units of time and of money.
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Students will learn important mathematical concepts that are used to count time and money.
Next Generation Science Standards
- PS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information
Common Core Mathematical Standards
- OA. Operations and Algebraic Thinking
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NBT. Number and Operations in Base Ten
Required Project Materials
- Real money (such as a dollar, $5, and $10) and coins
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Digital and analog watches
Multimedia Resources
Optional Multimedia Resources
Before the Lesson/Background Information
- Review the game options provided with the flashcards, and select games appropriate for class.
Homework from Previous Session:
The Lesson
Part 1: Time Isn’t Quite Money but You Count Both (40 mins)
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Review the rules of the chosen games.
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Have the students play the games with the flashcards to learn the basic units of time and of money.
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Explain and demonstrate counting strategies used for both money and time.
Part 2: A Quarter is Half of Half is Half of One (20 mins)
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Have students perform exercises using the real money and clocks as examples. They should be able to describe and use terms such as half past, quarter till, half dollar, and quarter dollar.
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Use optional multimedia resources to help explain concepts.
Lesson 9: Bread and Cheese!
Grade Level: K-5 (Adaptable)
Suggested Time: 45-60 minutes
Overview
Students will figure out how to share a loaf of bread and block of cheese so that everyone gets a piece. This introduction to fractions also includes lessons about sharing, budgeting, and nutrition!
Vocabulary
- Fractions
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Sharing
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Budget
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Nutrition
Objectives
- Students will practice splitting a loaf of bread and a chunk of cheese into ever smaller fractions in order to ensure that everyone gets a piece.
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Students will think about circumstances where people have to share food.
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Students will consider the nutritional value of various kinds of food.
Next Generation Science Standards
- PS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information
Common Core Mathematical Standards
- OA. Operations and Algebraic Thinking
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NBT. Number and Operations in Base Ten
Required Project Materials
- Loaf of bread
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Block of cheese
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Kitchen gloves
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Knife (not to be handled by students)
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Pencils and notebooks
Multimedia Resources
Optional Multimedia Resources
Before the Lesson/Background Information
Homework from Previous Session:
The Lesson
Part 1: Fraction Demonstration (20 mins)
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Announce to the students that today, they will be sharing an entire loaf of bread and chunk of cheese! Note that the instructor should, of course, do all of the slicing. Also have baby carrots or a similar option for students who don’t like, or can’t eat, bread and/or cheese.
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Slice the bread and the cheese in half. Ask the students if it’s possible to split the halves between the students so that everyone gets a piece. Teach them the fraction 1/2 or 50%.
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Repeat this process, slicing each chunk in half as you go along. Work with the class to identify each fraction until there is enough for the class.
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On the board, show the students the math for ensuring there is enough food for everyone.
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Allow each student to come up and get their snack.
Part 2: Reading Together! (20 mins
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Read Bread and Cheese. Work with the students to increase their range of food vocabulary. Why is it important to eat more than just bread and cheese?
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Discuss situations where people might need to share a limited amount of food. Such situations might include camping out in the wilderness, getting lost somewhere, throwing a party for a group of people, or needing to stay on a budget.
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Ask students to give examples of food sharing, from home or otherwise.
Part 3: Party Workshop (20 mins)
- Tell the students that they are throwing a party for a hundred people. They will be serving grilled cheese sandwiches, a vegetable platter, and lemonade at the party. Ask the students to put together a list of ingredients and calculate how much of each ingredient they will need for the party.
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Compare and discuss their answers.
Lesson 10: Tax Pies
Grade Level: K-6(Adaptable)
Suggested Time: 45-60 minutes
Overview
Students will learn about the purposes of taxes. First, they will learn from professional adults whose services are paid for by taxpayers. Then, students will share pies that are divided to show how taxes are apportioned to different societal needs.
Vocabulary
- Taxes
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Social Security
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Defense
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Unemployment and Public Assistance
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Medicare and Medicaid
Objectives
- Students will learn about the purpose of taxes.
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Students will learn about the current highest levels of tax-supported spending.
Next Generation Science Standards
- PS1-6. Asking Questions; Planning and Carrying Out Investigations; Obtaining, Evaluating, and Communicating Information
Common Core Mathematical Standards
- OA. Operations and Algebraic Thinking
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NBT. Number and Operations in Base Ten
Required Project Materials
- One large pie (or two pies, depending on number of students)
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Knife (not to be handled by the students)
Multimedia Resources
Optional Multimedia Resources
Before the Lesson/Background Information
- Set up a field trip to a firestation. Have the firefighters talk to the students about the costs of items—such as firetrucks, the hoses they have to buy, and fuel for the trucks.
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Alternatively, locate a fireman or other public servant (or several public servants)to come talk to the class about publicly funded professions.
Homework from Previous Session:
The Lesson
Part 1: Presentation (40 mins)
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Take the class on a field trip to a nearby firestation. Alternatively, if you have guest speakers, introduce the public service professional(s).
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Explain to the class that such jobs are funded by taxpayer money.
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With the public service professionals, discuss the prices of items that are necessary for this job. For example, a good fire department must have several highly technical vehicles, plus a myriad of expensive and sturdy equipment, and enough highly qualified staff to service a city. Discuss how much these materials cost to buy and maintain. What would happen if individuals had to put out their own fires?
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Remind the students that the library they visited earlier in the course is also paid for by taxpayer money.
Part 2: The Tax Pie (20 mins)
- Cut a pie (or pies) into slices to show how taxes are (or might be) divided among various programs.
If you like, you can slice the pie based on the main categories of U.S. tax spending, which are:
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Social security
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The Department of Defense
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Unemployment and other public assistance programs
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Medicare and Medicaid
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Other
- For older students, demonstrate what the pie would look like if you sliced the“Other”category the same way as represented on the“FY 2010 Spending by Category”pie chart. If you have a second pie, go ahead and make the second pie the “Other”pie.
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Interact with the groups to define what each category of spending represents and what specific costs are covered by public funds.
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Allow students to eat the pie(s).