Embedded Files
Food Inequity
(Adapted from: https://wordpress.oise.utoronto.ca/robertson/portfolio-item/budgeting-and-food-inequity-within-canada/)Food Inequity
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Content
Content
Big Idea:
Big Idea:
Graphs are powerful data displays, since visual displays quickly reveal information about data.
Expectations:
Expectations:
D1.3 display sets of data, using many-to-one correspondence, in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales
Learning Goals
Learning Goals
Students Will...
Students Will...
Students will be learning to budget in this mock grocery shopping scenario. This is a great transition from focusing on number sense and numeration to data management and probability. Students should be familiar with money notation and computation, as well as foundational graphs, such as bar graphs.
SEL Skills Focus: Build relationships and communicate effectively.
We are learning to talk about math with each other (using a growth mindset) and share our thinking.
Show Students the following Video and then review the SEL success criteria as a class
Success Criteria
Success Criteria
I can…
I can define median and mode.
I can investigate what it means to find the mean, and mode.
I can create my own data set and find the mean and mode.
SEL Success criteria
I will be successful when:
I share my ideas and I listen to others
I work productively with different partners and groups to solve math problems
I use my own ideas and the ideas of others to make decisions with my team
I ask questions if I don’t understand
Materials
Materials
Access to the internet or flyers to research food prices
Calculators
Computer
Access to Internet
Vocabulary
Vocabulary
Line Plot
Bar Graph
Data
Mode
Mean
Conclusion
Pedagogy
Pedagogy
Number Talk Resources
Number Talk Resources
Fosnot “Minilessons for Early Addition and Subtraction” / “Mini Lessons for Extending Addition and Subtraction”
Minds On
Minds On
Provide your students with different flyers from local grocery stores. Alternatively, have them access the “independent grocer” website and search for a store in their area. They will then be able to search for the items online. https://www.yourindependentgrocer.ca/
Inform students that they will be shopping for specific items and coming up with a total for all the items.
Provide them with this chart to record their findings.
Action!
Action!
Have your students repeat the activity, but with the information they learn from the below video about the cost of food in Northern Canada Explain that it is significantly more expensive than elsewhere in the country.
The following video gives a nice overview of the cost disparity in Nunavut:
Students can create their Graph on either paper or by using this digital tool: https://nces.ed.gov/nceskids/createagraph/Default.aspx
Consolidation Ideas
Consolidation Ideas
Discuss why the cost difference is drastically different between Nunavut and most of Canada.
Independent Task / Assessment Opportunities
Independent Task / Assessment Opportunities
Assess the bar graphs that the students created, using the following rubric. Bar Graph rubric
SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric
Technology
Technology
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