A Thanksgiving Survey Lesson Plan Information | Lesson Plan Activities | Printable version (including handouts) (PDF)

Standard: Use Math to Solve Problems and Communicate Outcomes Students will be able to design and conduct a survey and translate that information into a basic bar graph.

Classroom Information

GED Descriptors:      Social Studies , Math Roles:      Family, Worker, Community Member Program Type(s)      ABE, GED, ESOL, Family Literacy, Workforce Education, Urban, Rural, Homeless, Institutional, Corrections NRS Learner levels (ABE/GED)       2, 3, 4 Time frame:      3.0 to 5.0 hours

Keywords

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Standard: Use Math to Solve Problems and Communicate

Component of Performance How activity addresses component Understand, interpret, and work with pictures, numbers, and symbolic information. Students will understand the onetoone correlation between one person and one vote Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension Students will be able to use the information gained from the survey to help plan a typical Thanksgiving dinner for our last day of class. Define and select data to be used in solving the problem Class will design a questionnaire to be given to their classmates and others in the building who will be invited to attend our party. Determine the degree of precision required by the situation The graph must accurately correspond to the data gathered during the interviews. Students are working with whole numbers and can only vote for one item. Solve problem using appropriate quantitative procedures and verify the results are reasonable The problem will be solved by using addition and comparison of answers given to determine the highest number. Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models Students will display their results in the form of a bar graph and plan a Thanksgiving dinner of the most popular foods from the survey.

Purposeful, Transparent, Building Expertise

Purposeful and Transparent It was a very purposeful and transparent lesson because the students knew exactly why they were doing the tasks. It was also during elections so we could transfer what we were learning to other "real-life" situations. Contextual The lesson was contextual because it arose out of a classroom conversation and helped to plan their Thanksgiving party. Building Expertise This task helped to build expertise in math computation, comparison, understanding graphing and enlarging their world view.

Lesson Designer Karen Hibbert West Central Community Correctional Facility (937) 6442838 khibbert@wcccf.org

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