Ahimsa Summer Institute 2005 lesson plan
1. Title: The Power of One – math in a different angle
“We are all woven together in a single garment of destiny.” Dr. Martin Luther King
2.
Grade level
6
Class size
35
Time/Duration
2 period of 50 minutes
3. Subject: Mathematics
(After lesson on powers and exponents.)
4.
Objective:
 Using at least 3 different numbers students will create a mathematical model of the exponential
power of a number
 Using math manipulative material students will explore the concrete model of the power of a
number (grains of rice doubled each square of a chess board)
 Students will participate actively in a discussion about the exponential power of a historical event,
a personality, an idea, a scientific fact, a word such as “ahimsa” and “satyagraha”
 Students will write a personal commitment statement to reflect the collective brainstorming
 Students will apply the notion to the power of their own beliefs by making a small piece of a
classroom self-discipline quilt called “everyone counts”.
Goal: To extend the concept of the immense scope of the exponential power of a unit.
5. Standards:
California State Standards:
Algebra and functions
1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to
evaluate expressions; and justify each step in the process.
1.4 Solve problems manually by using the correct order of operations or by using a scientific calculator.
Number sense
2.3 Solve addition, subtraction, multiplication, and division problems, including those arising in concrete
situations that use positive and negative integers and combinations of these operations.
Mathematical reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,
identifying missing information, sequencing and prioritizing information, and observing patterns.
1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical
question or problem posed.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic
and algebraic techniques.
2.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and
models, to explain mathematical reasoning.
2.5 Express the solution clearly and logically by using the appropriate mathematical notation and terms
and clear language; support solutions with evidence in both verbal and symbolic work.
2.6 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a
specified degree of accuracy.
2.7 Make precise calculations and check the validity of the results from the context of the problem.3.0
Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them in new problem
situations.
Language Arts:
Reading:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning
of grade-level-appropriate words.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words
accurately in speaking and writing.
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence,
and paragraph clues to determine meaning.
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and
enhance their studies of history and social science. They clarify the ideas and connect them to other
literary works.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness)
on the plot and the resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the
audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions.
Students progress through the stages of the writing process as needed.
2.4 Write responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the interpretation around several clear ideas, premises, or images.
c. Develop and justify the interpretation through sustained use of examples and textual evidence.
Speaking Applications (Genres and Their Characteristics)
2.3 Deliver oral responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the selected interpretation around several clear ideas, premises, or images.
c. Develop and justify the selected interpretation through sustained use of examples and textual
evidence.
2.4 Deliver persuasive presentations:
a.
b.
c.
d.
Provide a clear statement of the position.
Include relevant evidence.
Offer a logical sequence of information.
Engage the listener and foster acceptance of the proposition or proposal.
2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between the defined
problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
District character education guidelines:
6. Summary of the lesson:
Students will explore the exponential power of a number in several modalities and transfer the concept to
real life experience and commitment. They will expand the connection of the power of a unit to the
scientific, historical and character-building areas. They will discuss and write about their personal power
to maintain the nonviolence in their environment. Finally, they will create a classroom quilt with each one
adding a piece with their personal statement on promoting “respect and responsibility” in the classroom
community. The quilt, the concept and the music will be used all year as a reminder and symbol of the
personal and communal commitment.
7. Questions to consider:
 What is my understanding of the power of a number?
 What is the collective scope of every unit?
 How does this math concept apply to my life?
 How does each individual force become a collective power?
 Is my voice valid? Does it count? Does it have a value?
 How do my thoughts/ words/actions affect others? All of us? Me?


What are my micro and macro responsibilities?
As a child, do I have the strength to affect change in my environment?
8. Materials needed:
Pattern blocks
Beans/rice or other counters
Teacher or student made copy of a chessboard
9. Vocabulary
Power
Base
Exponent
Responsibility
unit
collective
factor
commitment
10.Interdisciplinary approach:
Science: Examine the impact of individual gain versus its impact on the environment.
Social studies: Analyze the different nonviolent movements in history to study the collective power of one
thought, one resolve, one person, one nation
Language Arts: Write essays, poems, rap songs. Read biographies of Mahatma Gandhi, Dr.Martin Luther
King, Cesar Chavez or any other person who has made a significant positive contribution that has
benefited many.
Arts: Make posters, murals, write music.
Current events: identify the individuals who are trying to overcome injustice today. What are the issues?
What are the methods? How effective are these methods?
11. Assessment:
a. Point system:
3 points for the math problems
1-10 points can be assigned for the personal statement
1-10 points can be assigned for the completion of the quilt piece
Instructional Agenda
Teacher instruction
Student response
1. Introduction/Hook
As students walk into the classroom
there is a question on the board for
bell-work: “For an 8-day job, how
would you like to be paid? A. $10 for
each day or B. $1 doubled for eight
days?
Students will be asked to give a spontaneous
response and then justify it by solving the two
problems.
Next, teacher will read them the book,
One grain of rice by Demi
Students will start making the connection as to the
immense scope of a unit.
2. Lesson/Activity
Students are asked to show the
exponential growth of any three
numbers.
Students are encouraged to use math
manipulative and demonstrate the
concept.
Teacher leads discussion as to where
we see this phenomenon in other areas
of our lives:
Nature- the power of a seed
the power of a drop of water
Body – the power of a cell
Politics- the power of a vote
Sports- the power of a second
History- the power of a idea
the power of a song “This little light
of mine I am going to let it shine”
3. Conclusion
Teacher will apply the notion of the
power of each individual to –
*Respect for themselves and others.
*Nonviolence towards self and others.
*The power of nonviolence.
Teacher will read poem from ‘Tao Te
Ching’
“The softest stuff in the world
Penetrates quickly the hardest;
Insubstantial, it enters
Where no room is.
By this I know the benefit
Of something done by quiet being;
In all the world but few can know
Accomplishment apart from work,
Instruction when no words are used.”
Students will write the exponential powers of 3
numbers of their choice and share with class.
Students will share chessboards with partners to
place grains of rice on squares. They will begin
with one grain of rice and keep doubling the
number for each square after that.
Students will contribute to the collective
intelligence by giving other examples.
Students will hear the song and interpret the
lyrics.
Student will write a paragraph summarizing the
group discussion and their personal understanding
of it.
Students will design a small piece of a
paper/fabric to be later added to the class quilt of
“everyone counts”. On the piece they will write
their personal commitment to promote the class
motto of respect and responsibility.
12. Reflection: Students will be empowered with the notion of their personal role as an
effective part of the whole group. Students will stretch their time concept from ‘here and
now and about me’ to ‘then and later and about us’
13. References of all sources
Internet: http://www.amazon.com
Bibliography of primary or secondary sources
One grain of rice: A mathematical folktale by Demi
Sing For Freedom: The Story Of The Civil Rights Movement Through Its Songs
A life like mine – D K Publishing
Tao Te Ching –R.B. Blakney (1955, Mentor Books New York, poem #43)