Digital Unit Plan: Solutions to Hunger

Unit Title: Solutions to Hunger Name: Julia Ye Eun Shin

Content Area: Mathematics Grade Level: 9-12
CA Content Standard(s)/Common Core Standard(s):

CCSS.MATH.ALGEBRAII.A-CED.1-4

 Create equations and inequalities in one variable including ones with absolute value and use them to solve
problems
 Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales
 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret
solutions as viable or non-viable options in a modeling context
 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations

CCSS.MATH.ALGEBRAII.S-IC.3,6

 Recognize the purposes and differences among sample surveys, experiments, and observational studies; explain
how randomization relates to each
 Evaluate reports based on data
Big Ideas/Unit Goals:

 How is food and resources distributed globally (or locally)?

 Why are people hungry?
 How can we help alleviate hunger working individually?
 How can we help alleviate hunger working as a community?

Unit Summary:

In this unit, we will investigate the causes and trends of hunger worldwide and use mathematics to model efficient
means of providing aid to those who are still hungry.

Students will research how food and resources are distributed, calculate a general food consumption rate per person,
and determine the potential worth of a dollar donation in feeding the hungry.

Assessment Plan:
Entry-Level: Formative: Summative:
 KWL – What do you know  Double Entry Journal –  Group Poster/Gallery Walk
about hunger? Reflecting about world hunger o Students will create a
o Students will complete a o Students will complete a group poster
K-W-L Chart about double entry journal summarizing and
 hunger before, during
and after the class
discussion.
 Class Discussion – What do you
know about hunger?
o As the question is broad,
it is a possibility that the
discussion may not reach
the level of global
hunger in its seriousness
or intensity.
reflecting on quotes and
quick-facts about world
hunger. They will be
graded on a rubric that  Shark Tank Presentation
takes format and citation
into account.
 Ratios, Rates, Proportions, and
Percents Quiz
o Students will take a
paper-based test that
reviews basic arithmetic
and algebraic skills that
will be frequently used  Quick-Write: How can
throughout the unit. The
paper-based test will
allow for a better
assessment of student
skills as students would
be able to easily show
their work and process.
 Frayer Model
o Students will complete a
displaying their proposal
and its possible potential
benefits
o Each group will create a
10 minute presentation
based on their proposal.
Each student in class will
have a total of $100 to
invest in the
presentations of their
choice.
mathematical modeling help us
find possible solutions to real-
world problems?
o Students will complete a
quick-write to this
prompt on a Google Doc
and submit it via Google
Classrooms. This will
allow for sharing of
 Frayer Model comparing thoughtful student
good vs. bad graphs. responses for the debrief
Students will be discussion.
challenged to come up  Debrief Discussion
with actual examples of a o After the unit has been
good vs. bad graph in completed, students will
conjunction to their part take in a debrief
graphic organizer. discussion to share their
 Quizlet Live – Decimals Review findings and reflections
o Students will review
decimal operations via
quizlet live. This
gamification of
assessments is to
promote engagement
and to ensure that
students are able to
appropriately work with
decimals as their work
would greatly influence
their results and
interpretation throughout
 the unit.
 Webercise – Investigating World
Hunger
o Students will complete a
webercise that requires
them to visit various
websites, view clips, and
even play an interactive
simulation game. These
various activities guide
students through the
complex web of causes
and effects and
everything in between
that entangles the issue
of world hunger.
 Fish Diagram – what are the
most important factors you
need to consider to eradicate
world hunger?
o Based on their research
and learning thus far,
 students will determine
the root causes to world
hunger
o This assessment will also
serve to group students
with similar ideas
 Solutions to Hunger Proposal –
How will you maximize your $1?
o Students will work in
groups to create a
proposal to begin
eradicating world hunger.
Their proposal must
contain a written and
mathematical justification
of why they believe their
plans will work.
 Gallery Walk
o Students will have a
gallery walk to showcase
their own work as well as
to observe the work of
 other groups; they will be
given post-it notes to
leave three positive
comments
o Students will be asked to
give a comment for each
poster, one that is either:
complimentary or
constructive

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
SWBAT: (Assessments):
 Warm-up: Extra Credit Distribution
 Use a general  Homework
o The warm-up problem is designed so that students
problem problems that
can see how the equation or inequality is affected by
solving plan deal with real-
the variables or input. There should be a wide variety
(writing life word
of student approaches to this problem, and to ensure
appropriate problems
students are not limited in their imaginative capacity,
equations and  Student
the model answer is somewhat ludicrous, but
or Business
mathematically sound.
inequalities) Proposal – the
o Students will see the step-by-step process of working
to solve real- idea must be
out a mathematical model
  Lesson with Guided Notes
life problems supported
o The lesson will gradually lessen the instructor’s
mathematicall
involvement and modeling of the problems. As there is
y
no practical way of memorizing all the variations for
the potential real-life problems students may
encounter, they must work through their frustrations
and struggles. A considerable amount of wait time is
anticipated as many students struggle with word
problems in general at all levels of mathematics.
 Homework: real-life world problems

o Students will complete homework problems with

Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence:
various situations that could be modeled
mathematically. The problems will progress in level of
difficulty as to better represent the type of modeling
the students themselves will be encountering.
Lesson Activities:

 Define hunger  Completed  Students will complete a webercise that takes them on various
and describe webercise websites to answer questions. The questions include surface-level
its current assignment and inference questions, meaning students must navigate the entire
rends in the site in order to find the answer to some of the questions.
world today  The webercise includes interactive simulations and helps guide
 Describe the students through critical aspects of hunger they must research and
major causes study before moving further with their proposals.
 and factors
relating to
world hunger
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

 Define hunger  Completed  Students will visit several websites that include facts, a video, and
 Reflect on double-entry various quotes relating to world hunger and its related issues.
world hunger journal  Students will reflect upon what they see, read, and wonder by
quoting and citing the text and writing a
comment/reflection/question about their chosen text.
Unit Resources/Useful Websites:
What is Hunger?

 https://www.nationalgeographic.com/foodfeatures/hunger/

Food/Resource Distribution

 https://www.cnbc.com/id/100893540
 http://12.000.scripts.mit.edu/mission2014/problems/inadequate-food-distribution-systems
 https://www.wri.org/blog/2013/12/global-food-challenge-explained-18-graphics
 https://www.ted.com/talks/esther_ndichu_hunger_isn_t_a_food_issue_it_s_a_logistics_issue

Average Food Consumption

 https://ourworldindata.org/food-per-person
 https://www.ers.usda.gov/Data/FoodConsumption/

What Can Be Done?

 https://www.ted.com/talks/josette_sheeran_ending_hunger_now?language=en
 https://www.ted.com/watch/ted-institute/ted-unilever/waste-no-food

Useful Math Review

 https://www.statisticshowto.datasciencecentral.com/misleading-graphs/
 https://www.mathplanet.com/education/pre-algebra/ratios-and-percent/rates-and-ratios