Cody+Buye+Math+24+Travel

Hi Cody! This is Jaclyn Dudas and I will be adding/editing to your lesson in this font. First of all I just wanted to point out that this lesson is very inventive and useful; very creative! Traveling is something everyone wants to do, but do students understand the costs that are inherent with traveling. Students taking math 24 in this lesson will have to use effective internet research skills, since they will have to make choices and find prices about where they are going, where they are staying and what they will do.

**Subject & Grade: Math 24**

__Purpose:__ Students will be able to plan a vacation within a given budget. Students in this lesson will have to use effective internet research skills, since they will have to make choices and find prices about where they are going, where they are staying and what they will do. Students will demonstrate their knowledge attained by the project that will be turned in ||  ||||||   ||
 * Purpose/objectives/Intent
 * **__Specific Learning Outcome(s):__**

Students will: 1.Solve problems involving combinations of tables, using: 2. Modify a spreadsheet template to allow users to input their own variables
 * Addition or subtraction within tables
 * Multiplication of a table by a real number
 * Spreadsheet Template

3. Solve budget problems, using graphs and tables to communicate solutions. ||  ||   ||   ||   ||   ||   || __**ICT Outcome (s)**__

//C.1 - Students will access, use and communicate information from a variety of technologies//
 * Specific Outcomes ||
 * 4.1 || plan and perform complex searches, using more than one electronic source  ||   ||
 * 4.2 || select information from appropriate sources, including primary and secondary sources  ||   ||


 * //C.3 - Students will critically assess information accessed through the use of a variety of technologies.// |||||| ||
 * Specific Outcomes ||
 * 4.1 || assess the authority, reliability and validity of electronically accessed information  ||   ||
 * 4.2 || demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic  ||   ||   ||

//C.7 - Students will use electronic research techniques to construct personal knowledge and meaning.// ||  Maybe add a link for the assignment. Or maybe an example so the class could see an exemplar. ||
 * Specific Outcomes ||
 * 4.1 || use appropriate strategies to locate information to meet personal needs  ||
 * |||| Step by Step Lesson Delivery ||
 * **//Step 1 Pre-class preparations://** |||| * Computers with the internet, excel and word
 * Paper copy of the assignment (one for each student)
 * **//Step 1 Pre-class preparations://** |||| * Computers with the internet, excel and word
 * Paper copy of the assignment (one for each student)
 * **//Step 2 Introduction//**
 * **//Step 2 Introduction//**

|||| * //Explain// that in today’s class they have to envision that they just graduated from high school and they have decided to take a trip outside of the country in order to celebrate. To spice up the lesson, maybe different destinations could be written and each student has to pick one out of a hat, that way there would be no overlap. It would also help students who are in a stump as to which location to pick. To add another possible twist, students could have different budgets, depending on the location.
 * //Tell the students that:// Since you learned excellent financial planning habits in your Math 24 course, you have been working hard and saving a ton of money. You have managed to save $10 000 dollars. As you make choices about where you are going, where you will stay and what you will do, find prices to include in your trip budget. You want to be sure you have enough money, and that you can do as much as possible with that money

Maybe also, you could have an assessment of the assignment that can be given to the students so they can see exactly what is expected of them in the assignment. Also add specific important tasks that will be looked at when marking. ||
 * **//Step 3 Lesson Body//**

|||| ·  Inform students that they are not going to be making up prices, rather they will be searching the web for site that provide information · Warn students about site that may not be a valid as others · Provide students with a few good suggestions : Travelocity, Hotwire · Inform students that their prices will need to be inputted into an excel file and a word document · Hand out the assignment that the students will work on for the next two class periods Once students are in the computer lab, maybe do a demo on the main computer as refreshers as to how to use excel, how to make safe searches on the web. If time permitted, perhaps you could set up a site that has links to travel sites that might be of some help to students. This way it will allow for more time for research than students trying to find appropraite information on the internet. ||
 * **//Closure//**

|||| * Ask students with 5 minutes left to shutdown their computers Perhaps you could give the option for students to hand in the assignment digitally using excel as an attachment. Also, maybe students could be required to write a short papagraph about their thoughts of planning a trip, or being on a budget in general.
 * Pick a couple of students and ask them what they thought about the costs of traveling
 * Ask another student what they thought the best method was for acquiring the best information online

Maybe you could start up a site, similar to Wikispaces so other students can share their fantastic work with others. ||


 * //Assessments// || * The assignment will be handed in at the end of two class periods.
 * The assignment will contain an excel spreadsheet of the budget for the trip and a word document explaining the details of the trip
 * It will be marked on a 4 point scale:

4- Great The students has thought of everything, and done everything exceedingly well

3– Pretty good The student is almost great, but may not have accounted for everything. 2- A passable effort. The student made a good start, but has not considered many things. They seemed to have neglected too many important issues.

1- Just begun. The student did not plan enough off the start and has neglected a lot of important issues

0 – Not handed in or not adequate work done to merit a grade. Like I said earlier up in the text, maybe the assessment could have more specifics so you can point the students in the right direction as to what exactly needs to be included in the assignment.

After the assignments are handed in, perhaps you could compile results--- see who was able to save the most money, who spent too much, etc.

Great work Cody! This is an excellent way to get students introduced to budgets. It was a great way to incorporate technology efficiently into the lesson. ||