Algonquin College
1385 Woodroffe Ave
Ottawa, Ontario
K2G-1V8
(613)727-4723 ext.5138
MAT1L/2L, Grade 9 and 10 Locally Developed Math
Provided by Renfrew County Catholic District School Board
Last updated: June 27, 2007
All pictures, maps and graphics associated with lesson plans are the property of Algonquin
College, unless otherwise noted or linked. Statistical data and background information has been
collected from the CIA World Factbook, public domain reference materials, and (where identified)
external resources.
Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These
lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers
within the partner Boards in the delivery of the Ontario K-12 Curriculum. While every effort has
been made to maintain the accuracy of the information provided, Algonquin College is not
responsible for unintentional data entry errors or omissions.
If you would like to report any errors or corrections for lesson plans, or use copyrighted materials
for purposes other than the Ontario Curriculum please contact:
Expedition Africa at (613)727-4723 ext. 5138 or email expeditionafrica@algonquincollege.com
Small World Big Picture, Expedition Africa 2006
Table of Contents
Table of Contents ............................... 2
Summary of Lesson Plan ................... 2
Locally Developed Compulsory
Credits ................................................. 3
Catholic Graduate Expectations ....... 3
Program Planning Considerations ... 3
Assessment and Evaluation .............. 4
LESSON ONE, MAT 1L, THE GREAT
PYRAMID ............................................. 5
Country of Interest ...................... 5
Description ................................. 5
Expectations ............................... 5
Teacher Preparation ................... 5
Resources Included .................... 5
Lesson ........................................ 5
Possible Extension Activities ...... 6
Lesson One – Worksheets................. 7
LESSON TWO, MAT 2L, THE GREAT
PYRAMID PART II ............................. 11
Country of Interest .................... 11
Description ............................... 11
Expectations ............................. 11
Teacher Preparation ................. 11
Resources Included .................. 11
Lesson ...................................... 11
Possible Extension Activities .... 12
Lesson Two – Worksheets .............. 13
LESSON THREE, MAT 1L,
VACATIONING IN AFRICA ............... 16
Country of Interest .................... 16
Description ............................... 16
Expectations ............................. 16
Teacher Preparation ................. 16
Resources Included .................. 16
Lesson ...................................... 16
Possible Extension Activities .... 17
Teacher Preparation ................. 28
Resources Included .................. 28
Lesson...................................... 28
Possible Extension Activities .... 28
Lesson 4 - Worksheets .................... 29
LESSON FIVE, MAT 1L, FRACTIONS,
DECIMALS, PERCENTS ................... 32
Country of Interest .................... 32
Description ............................... 32
Expectations ............................. 32
Teacher Preparation ................. 32
Resources Included .................. 32
Lesson...................................... 32
Possible Extension Activities .... 32
Lesson Five – Worksheets .............. 33
Feedback Page ................................. 38
Summary of Lesson Plan
The aim of these curricular materials is to
encourage and empower students to make
meaningful connections between what they
know about their own lives in Canada and
what they can learn about the lives of
peoples in the Continent of Africa. Students
will be encouraged to expand critical
thinking skills, literacy skills and
Mathematical reasoning skills by engaging
in meaningful dialogue about their world.
This lesson plan may identify specific
resources to support certain activities.
While the expedition team will attempt to
gather all the required resources, we cannot
guarantee that all photo, audio, video will be
captured as listed.
Lesson 3 – Worksheets .................... 18
LESSON FOUR, MAT1L, WORKING
WITH NUMBERS ............................... 28
Country of Interest .................... 28
Description ............................... 28
Expectations ............................. 28
Locally Developed Math
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Small World Big Picture, Expedition Africa 2006
Locally Developed Compulsory Credits
Locally Developed Compulsory Credit courses were developed by the LDCC Project
coordinated by the Council of Ontario Directors of Education (CODE) in liaison with the
Institute for Catholic Education (ICE), through a Consortium led by the Peel District
School Board.
LDCC courses are intended to meet the education and career preparation needs of
students that cannot be me by the courses authorized by the provincial curriculum policy
documents. Funding for the development of these courses was provided by the Ministry
of Education.
For further information see: Guide to Locally Developed Courses, Grades 9-12,
Development and Approval Procedures, 2004
Catholic Graduate Expectations
These curricular materials support the following Catholic Graduate Expectations:
An Effective Communicator:
-listens actively and critically to understand and learn in light of gospel values
-reads, understands and uses written materials effectively
-presents information and ideas clearly and honestly and with sensitivity to others
A Reflective and Creative Thinker:
-creates, adapts, evaluates new ideas in light of the common good.
-Adopts a holistic approach to life by integrating learning from various subject areas and
experience
A Self-directed, Responsible, Life Long Learner:
-sets appropriate goals and priorities in school, work and personal life
-applies effective communication, decision-making, problem solving, time and resource
management skills
A Collaborative Contributor:
-works effectively as an interdependent team member
-respects the rights, responsibilities and contributions of self and others
A Responsible Citizen:
-respects and affirms the diversity and interdependence of the world’s peoples and
cultures.
-respects and understands the history, cultural heritage and pluralism of today’s
contemporary society
Program Planning Considerations
-
Some students will require accommodation and modification of materials.
As much as possible, focus should be put on building student confidence
In order to engage in a number of the activities, student will need skill working in
small groups.
Whenever possible, connections should be made to the world of work.
Locally Developed Math
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Small World Big Picture, Expedition Africa 2006
-
The learning activities should strengthen students’ abilities to recognize bias and
discrimination in viewpoints
Many of these activities can be adapted for use in Applied level classes at the
grades 9 and 10 level and in classrooms grade 6-9
Assessment and Evaluation
While any of these activities can be extended to act as assessment or evaluation
vehicles for student progress, the intention is that they be used throughout the semester
in conjunction with regular discussion about the continent of Africa and regular
monitoring of Algonquin’s African Expedition (SWPB), through media outlets and web
connections. Student should collect materials from the lessons they complete in a
portfolio to be viewed throughout the course for reflection on their own personal and
academic growth.
Locally Developed Math
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LESSON ONE (MAT 1L) - THE GREAT PYRAMID
Country of Interest
Egypt
Description
Students will access a Picture Tour of the Great Pyramid in Egypt to visually experience
the vastness of one of the Seven Wonders of the World, read about how it was
constructed and view schematic diagrams of pyramid design. Using the given base and
height measurements, students will calculate the perimeter of the pyramid and compare
personal reference points to support their understanding of measurement relationships
as a specific expectation for the course.
Expectations
DCMV.03 Solve problems, carry out investigations, estimate, and measure using metric
units, to consolidate understanding of perimeter, area and volume;
DCMV.04 Communicate information about measurement concepts;
DCMV.05 Use literacy skills, (reading, writing, listening and speaking) to obtain and
communicate information about measurement concepts
Teacher Preparation




The teacher should visit the website below to ensure that it is accessible, up to
date and appropriate;
Introduce topic of Pyramids; history of, structural greatness;
Teacher should photocopy the provided work sheet and prepare student for its
use;
Teacher should photocopy Metric Measurements conversion chart
Resources Included


Work sheet
Metric Measurements Conversion
Lesson

Activate prior knowledge about Egypt and pyramids using the Picture Tour of the
Great Pyramid of Giza, Egypt.
 Visit Picture Tour website: www.gizapyramid.com/newtour1.htm
 Read along with the students as they follow the Picture Tour; Ask questions to
verify understanding;
 Encourage students to ask questions about material they are not familiar with;
 Generate a list of why pyramids are not prevalent in North American society
 Using the given base and height measurements, students will calculate the
perimeter of the pyramid and compare personal reference points to support their
understanding of measurement relationships
 Students may access the following websites for further information:
http://www.culturefocus.com/egypt_pyramids.htm
http://wikipedia.org.wiki/Egyptian_pyramids
http://vitourist.com/africa/pyramids/index.html
http://www.nationalgeographic.com/pyramids/pyramids.html
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Possible Extension Activities
Build a pyramid using manipulatives or nets;
Determine the Volume and Surface Area using Formulas
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NAME:_____________________________
Lesson One – Worksheet
THE GREAT PYRAMID OF GIZA
The Great Pyramid in Giza, Egypt is composed of four triangular sides and a square
base. It covered an area of 13 acres and was originally constructed with a smooth
limestone surface. Over the ages this limestone was removed and used on other
buildings. Each face of the Great Pyramid is a triangle with a base of 229 m and height
of 185 m.
Calculate the perimeter of the Great Pyramid in Egypt.
_______ + _______ + _______ + _______ = _______ m
Our school soccer field has the following measurements: Length 100 m Width 60 m
100 m
60 m
Calculate the perimeter of our soccer field:
_______ + _______ + _______ + _______ = _______ m
Approximately how much more land does the base of the Great Pyramid cover
compared to the soccer field?
Show your calculations.
______________________________________________________________________
______________________________________________________________________
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Choose two personal references previously measured in this course (your outstretched
hand, length of your foot, length of your arm, length of your text book, your height, etc)
and compare the perimeter of the Great Pyramid with your measurement.
Personal Reference #1 __________________What is its measurement?
______________
Remember to convert to m ___________________
How many times larger is the Perimeter of the Great Pyramid? Show your calculations.
Personal Reference #2 __________________What is its measurement?
______________
Remember to convert to m ___________________
How many times larger is the Perimeter of the Great Pyramid? Show your calculations.
The height of the Great Pyramid is 185 m. If the height of the classroom door is 2 m,
how many doors would you link together to reach the top of the Pyramid?
_______ / _______ = _______ doors
Would you be able to see the top of the Pyramid or would you need binoculars?
Explain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
A pencil measures 13.4 cm in length. What is the length in m?
____________________
How many pencils stacked one on top of each other would be needed to reach the top of
the Great Pyramid?
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A compact disc has a thickness of 2 mm. What is the thickness of the CD in
centimeters?
Show your calculations.
How many CDs would be needed to reach the top of the Great Pyramid?
Show your calculations. Remember to convert to cm to m.
The length of a car is approximately 3 m. If your uncle’s junkyard had 57 cars and you
could stack them end-to-end, would you reach the top of the Great Pyramid? Explain.
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THE METRIC STEPS
Kilo
To the Left (Divide)
Point one Place
Move the Decimal
Up the Ladder…
↑
↑
↑
↑
↑
Hecto
Deka
Base unit (metre, litre, gram)
↓
When moving
moving
↓
Deci
When
Down the ladder…
↓
Move the Decimal Point
Centi
↓
↓ One
Place to the Right
Milli
Locally Developed Math
↓
(multiply)
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Small World Big Picture, Expedition Africa 2006
LESSON TWO (MAT 2L) - THE GREAT PYRAMID PART II
Country of Interest
Egypt
Description
Students will access a Picture Tour of the Great Pyramid in Egypt to visually experience
the vastness of one of the Seven Wonders of the World, read about how it was
constructed and view schematic diagrams of pyramid design. Using the given base and
height measurements, students will calculate the area and volume of the pyramid and
solve additional problems to support their understanding of measurement relationships
as a specific expectation for the course.
Expectations
EUMV.02 solve problems involving measurements of circles, rectangles, cylinders, and
rectangular prisms, using metric units in applications drawn from everyday life and the
work place;
EUMV.04 communicate information about measurement concepts;
Teacher Preparation



The teacher should visit the website below to ensure that it is accessible, up to
date and appropriate;
Introduce topic of Pyramids; history of, structural greatness;
Teacher should photocopy the provided work sheet and prepare student for its
use;
Resources Included

Work sheet
Lesson

Activate prior knowledge about Egypt and pyramids using the Picture Tour of the
Great Pyramid of Giza, Egypt.
 Visit Picture Tour website: www.gizapyramid.com/newtour1.htm
 Read along with the students as they follow the Picture Tour; Ask questions to
verify understanding;
 Encourage students to ask questions about material they are not familiar with;
 Generate a list of why pyramids are not prevalent in North American society
 Using the given base and height measurements, students will calculate the area
and volume of the pyramid and solve additional problems to support their
understanding of measurement relationships
 Students may access the following websites for further information:
http://www.culturefocus.com/egypt_pyramids.htm
http://wikipedia.org.wiki/Egyptian_pyramids
http://vitourist.com/africa/pyramids/index.html
http://www.nationalgeographic.com/pyramids/pyramids.html
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Possible Extension Activities
Build a pyramid using manipulatives or nets;
Students are to asked to determine the quantity of sand required to fill 10 pyramids
(dimensions to be decided upon) constructed as decorations for a School Dance,
Egyptian theme.
Amount of sand/ Cost of sand/bag/alternate fillings, etc.
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NAME:_____________________________
Lesson Two – Worksheet
THE GREAT PYRAMID OF GIZA
The Great Pyramid in Giza, Egypt is composed of four triangular sides and a square
base. It covers an area of 13 acres and was originally constructed with a smooth
limestone surface. Over the ages this limestone was removed and used on other
buildings. Each face of the Great Pyramid is a triangle with a base of 229 m and height
of 185 m.
1. Calculate the surface area of the Great Pyramid using the following formula
Determine the area of ONE of the four triangular faces of the pyramid
base x height =
2
_______________ = ______ m2
x 4 = ________ m2
Determine the area of the base of the Great Pyramid
LxW =
_______________ =
Add the areas for the triangular faces + the base together
Locally Developed Math
________ m2
________ m2
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2.
Determine the surface area of the pyramid given the following dimensions
Square base 2.2 m by 3.6 m
Height 1.5 m
Determine the area of ONE of the four triangular faces of the pyramid
base x height =
2
_______________ = ______ m2
x 4 = ________ m2
Determine the area of the base of the Pyramid
LxW =
________ m2
_______________ =
Add the areas for the triangular faces + the base together
3.
________ m2
Determine the surface area of the pyramid given the following dimensions
Square base 3.2 m by 4.6 m
Height 2.4 m
Determine the area of ONE of the four triangular faces of the pyramid
base x height =
2
_______________ = ______ m2
x 4 = ________ m2
Determine the area of the base of the Pyramid
LxW =
_______________ =
________ m2
Add the areas for the triangular faces + the base together
________ m2
CALCULATING VOLUME OF A PYRAMID
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length x
width
3
x
height
4. Determine the volume of the Great Pyramid using the formula given above.
answer should be recorded as ___________ m3
The
The volume of the Great Pyramid of Giza in Egypt is _______ m3
5. CALCULATE THE VOLUME OF THE FOLLOWING PYRAMIDS
Height
10 m
Base Dimensions
(l and w)
12 m by 15 m
12 cm
8 cm
by
10 cm
10.2 m
7m
by
3m
Locally Developed Math
Calculations
Volume
(units)3
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LESSON THREE (MAT 1L) - VACATIONING IN AFRICA
Countries of Interest
Egypt, Sudan, Ethiopia, Kenya, Tanzania
Description
Maps of each of the counties involved in the Small World Big Picture, Expedition Africa
have been provided. The maps show the major cities/towns, capital city, surrounding
countries and associated water systems. Students can follow the route of the Expedition
through each country and determine distances between cities/towns using the scale
given on each map. Calculating the distance and the time required to travel between
two distances based on kilometres per hour or miles per hour will support the student in
comprehending measurement and rates using both the Imperial and Metric system. As
well, comparing distances in African countries to similar distances in Canada provides a
reference base.
Expectations
DCMV.01 estimate and measure length, capacity, and mass, in order to consolidate
understanding of the Metric system;
DCMV.02 estimate and measure length, using the Imperial system;
DCMV.04 communicate information about measurement concepts;
DPRV.02 solve problems drawn from everyday situations involving percent, ratio, rate,
and fractions;
DPRV.03 communicate information about proportional reasoning
Teacher Preparation



Teacher should photocopy the provided work sheets and prepare students for its
use;
Collect tool(s) to use for measuring/duplicating map scale (rulers, string, etc)
Review how to determine how long the journey will take based on rate of km/hr
or miles/hr and distance to be traveled.
Resources Included



Work sheets for the following countries: Egypt, Sudan, Ethiopia, Kenya,
Tanzania
Maps for Zambia, Botswana, South Africa, Lesotho
All maps were retrieved from
http://geography.about.com/library/cia/blccanada.htm on August 9, 2006.
Lesson




Introduce the activity with a map of Africa showing all of the countries included in
the African Expedition. Indicate that today’s lesson will concentrate on five of the
nine countries.
Students must list one international development site within each of your five
countries
Make reference to the fact that prior to internet sites such as Map Quest, maps
and atlases were used to determine distances between cities/towns.
Have students make replicas of the scale for kilometer and mile as indicated on
each map. Some may have similar scales.
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Small World Big Picture, Expedition Africa 2006





Review how to determine how long the journey will take based on rate of km/hr
or miles/hr and distance to be traveled.
Using the maps of the countries chosen for this activity, measure the distance
between the cities listed on Work Sheet.
Having students round to the nearest 100 provides uniformity in responses.
Respond to the questions as outlined on the work sheet.
Compare distances to Canadian cities for reference points.
Possible Extension Activities





Use the maps of the countries not covered in the work sheets to determine
distances between countries;
Using gas prices and a pre determined km obtained per litre of gas, determine
costs;
Car rental costs per km or mi;
Measure distances between other towns/cities;
Estimate the distances; then measure.
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NAME:_____________________________
Lesson Three – Worksheets
Egypt
1. Using the scale given on the map, determine the distance in kilometres from
Damietta to Aswan.
Be sure to round to the nearest 100. (i.e. 180 km would be
rounded to 200 km)
The distance between Damietta and Aswan in Egypt is _________________ km.
2. Using the scale given on the map, determine the distance in miles from Damietta
to Aswan.
Be sure to round to the nearest 100. (i.e. 180 mi would be rounded to 200 mi)
The distance between Damietta and Aswan in Egypt is _________________ mi
3. If you were traveling at a rate of 80 km/hr, how long would it take you to travel from
Damietta to Aswan, Egypt?
Show your calculations.
4. If you were traveling at a rate of 60 mi/hr, how long would it take you to travel from
Damietta to Aswan, Egypt?
Show your calculations
5. What is the capital city of Egypt?
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Sudan
1. Using the scale given on the map, determine the distance in kilometres from Wadi Halfa to
Nimule. Be sure to round to the nearest 100. (i.e. 180 km would be rounded to 200 km)
The distance between Wadi Halfa and Nimule in Sudan is _______________km.
2. Using the scale given on the map, determine the distance in miles from Wadi Halfa
to Nimule.
Be sure to round to the nearest 100. (i.e. 180 mi would be rounded to 200 mi)
The distance between is Wadi Halfa and Nimule in Sudan
_________________mi
3. If you were traveling at a rate of 40 km/hr, how long would it take you to travel from
Wadi Halfa to Nimule in Sudan?
Show your calculations.
4. If you were traveling at a rate of 50 mi/hr, how long would it take you to travel from
Wadi Halfa to Nimule in Sudan? Show your calculations
5. What is the capital city of Sudan?
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Ethiopia
1. Using the scale given on the map of Ethiopia, determine the distance in kilometres from Jima to
Dolo Odo. Be sure to round to the nearest 100. (i.e. 180 km would be rounded to 200 km)
The distance between Jima and Dolo Odo in Ethiopia is ________________km.
2. Using the scale given on the map, determine the distance in miles from Jima to
Dolo Odo. Be sure to round to the nearest 100. (i.e. 180 mi would be rounded to 200 mi)
The distance between is Jima and Dolo Odo, Ethiopia is ._________________mi
3. If you were traveling at a rate of 90 km/hr, how long would it take you to travel from
Jima to Dolo Odo?
Show your calculations.
4. If you were traveling at a rate of 55 mi/hr, how long would it take you to travel from
Jima to Dolo Odo? Show your calculations
5. What is the capital city of Ethiopia?
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Kenya
1. Determine the distance, in kilometres, from Lodwar to Kisumu.
Add the distance from Kisumu to Nairobi.
Add the distance from Nairobi to Malindi
Add the distance from Malindi to Mombasa
TOTAL
______________km
______________km
______________km
______________km
______________km
2. If you left Lodwar on a Monday at 6:00 a.m. and had to be in Mombasa at 9:00 a.m
on Tuesday, how many km per hour must you maintain to reach your destination on
time?
3. What is the distance between Garissa and Lamu, Kenya?
______________ km
4. If the camel you were traveling on covered a distance of 30 km/hr, how long would your
journey between Garissa and Lamu, Kenya last?
5. What is the capital city of Kenya?
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Tanzania
1. You have been asked to follow the following route through the country of Tanzania:
Bukoba to Kigoma; Kigoma to Tabora; Tabora to Tanga; Tanga to Mbeya; Mbeya to
Songea. Using the scale given on the map, determine the total number of miles this
trip would cover.
2. If you were traveling at a rate of 30 mi/hr, how long would this journey last?
3. If you were traveling at a rate of 50 mi/hr, how long would this journey last?
4. If you were traveling at a rate of 60 mi/hr, how long would this journey last?
5. What is the capital city of Tanzania?
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1. Refer back to the map of Egypt. The distance between Damietta and Aswan is ________ km
Using the scale given on the map of Canada located above, find two Candian cities that are
approximately the same distance apart as Damietta and Aswan in Egypt.
2. Refer back to the map of Sudan. The distance between Wadi Halfa and Nimule is ______km.
Using the scale given on the map of Canada located above, find two Canadian cities that are
Approximately the same distance apart as Wadi Halfa and Nimule in Sudan.
3. Measure the distance between Vancouver and Halifax in km.
Measure the distance between Kisumu and Garissa in Kenya
___________ km
___________ km
Approximately how many times larger (coast to coast) is Canada than Kenya?
4. Choose two other countries and compare their distance from East to West with Canada.
Country ______________
Distance between ____________ and _____________ is _______ km
Canada is _________ times larger from East to West than ____________ (name of Country)
Country ______________
Distance between ____________ and _____________ is _______ km
Canada is _________ times larger from East to West than ____________ (name of
Country)
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Zambia
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Botswana
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South Africa
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Lesotho
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LESSON FOUR (MAT1L) - WORKING WITH NUMBERS
Country of Interest
Egypt, Sudan, Ethiopia, Kenya, Tanzania, Zambia, Botswana, South Africa, Lesotho
Description
A variety of statistics from the nine countries of the African Expedition have been
collected for analysis and comparison purposes. Students will use the statistics to
complete work sheets where addition, subtraction, rounding numbers, and determining
percentages, is practiced. Associated questions follow the worksheet so that the student
can analyze, interpret and make comparisons to the Canadian statistics for the same
categories thereby expanding their learning of the African countries chosen.
Expectations
DPRV.02 solve problems drawn from everyday situations involving percent, ratio, rate,
and fractions;
DPRV.03 communicate information about proportional reasoning;
Teacher Preparation




Review converting from fraction, to decimal, to percents;
Review rounding up;
Preview maps of the countries (Egypt, Sudan, Ethiopia, Botswana, South Africa)
making reference to the total population life expectancy and land area for each;
Discuss the implications of life expectancy for a country.
Photocopy work sheets and fact sheets; prepare students for its use;
Resources Included



Small World Big Picture African Expedition Fact Sheet #1
Work Sheets
All information was retrieved from
http://geography.about.com/library/cia/blccanada.htm on August 10, 2006.
Lesson




Students will use the statistics to complete work sheets where addition,
subtraction, rounding numbers, and determining percentages is practised.
Associated questions follow the worksheet so that the student can analyze,
interpret and make comparisons.
Discuss the implications of life expectancy for a country;
Make reference to the total population in comparison to the land area per country
Possible Extension Activities
 Using the website, http://geography.about.com/library/cia/blccanada.htm,
find other statistics such as the number of males/females per age group 0-15; 16-64;
65+;
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Lesson Four - Worksheets
FACT SHEET #1
Country
Land Area (km2)
Population
Life Expectancy
Egypt
77 505 756
71 years
1 001 450
Sudan
40 187 486
58
2 505 810
Ethiopia
73 053 286
48
1 127 127
Kenya
33 829 590
47
582 650
Tanzania
36 766 356
45
945 087
Zambia
11 261 795
39
952 614
1 640 115
33
600 370
44 344 136
43
1 219 912
Lesotho
1 867 035
34
30 355
CANADA
32 805 041
80
9 984 670
Botswana
South Africa

All information was retrieved from
http://geography.about.com/library/cia/blccanada.htm on August 10, 2006.
Locally Developed Math
Page 29 of 38
Small World Big Picture, Expedition Africa 2006
NAME:________________________
1. What is the total population of the 9 African countries involved in the Small World
Big Picture learning project?
Egypt + Sudan + Ethiopia =
____________________
Kenya + Tanzania + Zambia =
____________________
Botswana + South Africa + Lesotho= ____________________
TOTAL:
____________________
2. Compare the total population of the 9 countries to Canada’s population. How many
more people are there living in these countries than in Canada?
African Countries _____________________
Canada ________________________
There are _____________________ more people living in the nine African countries
than in Canada.
3. In Canada, the life expectancy is 80 years. Which African country has the highest life
expectancy rate?
______________________ at _________ years
Which African country has the lowest life expectancy rate? ________________ at ________ yrs
Which African country has HALF (approx) the life expectancy rate of Canadians? ____________
Using fractions and percentages, prove that your answer is correct.
Locally Developed Math
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Small World Big Picture, Expedition Africa 2006
ROUNDING NUMBERS
Round the following African countries’ population to the nearest million
Egypt
77 505 756
Nearest Million
________________________
Kenya
33 829 590
________________________
Zambia
11 261 795
________________________
Lesotho
1 867 035
________________________
Round the following African countries’ population to the nearest hundred.
Sudan
40 187 486
Nearest Hundred
________________________
Kenya
33 829 590
________________________
Tanzania
36 766 356
________________________
Botswana
1 640 115
________________________
73 053 286
________________________
Ethiopia
Comparing Land Area
Which of the African countries has the smallest land area? ___________________
Which of the African countries has the largest land area? ____________________
How many of the African countries could fit within Canada’s land area?
Show your calculations.
Approximately how many times larger is Canada than Egypt in terms of land area?
__________________________________.
Locally Developed Math
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Small World Big Picture, Expedition Africa 2006
LESSON FIVE (MAT 1L) - FRACTIONS, DECIMALS, PERCENTS
Country of Interest
Egypt, Sudan, Ethiopia, Botswana, South Africa
Description
A variety of statistics from five of the nine countries of the African Expedition have been
collected for analysis and comparison purposes. Students will use the statistics to
complete work sheets where converting from fractions, to decimals and finally percents
is practiced. Associated questions follow the worksheet so that the student can analyze,
interpret and make comparisons to the Canadian statistics for the same categories
thereby expanding their learning of the African countries chosen.
Expectations
DPRV.01 determine relationships among fractions, percentages, ratios, and rates by
constructing diagrams, building models, and estimating measurements;
DPRV.02 solve problems drawn from everyday situations involving percent, ratio, rate;
and fractions;
DPRV.03 communicate information about proportional reasoning
Teacher Preparation




Review converting from fraction, to decimal, to percents;
Review rounding up;
Preview maps of the countries (Egypt, Sudan, Ethiopia, Botswana, South Africa)
making reference to the total population and literacy rates. Discuss the general
economic conditions of said countries.
Photocopy work sheets and fact sheets; prepare students for its use;
Resources Included



Small World Big Picture African Expedition Fact Sheet #2
Work Sheets (4)
All information was retrieved from
http://geography.about.com/library/cia/blccanada.htm on August 10, 2006.
Lesson



Review converting from fraction, to decimal, to percents;
Review rounding up;
Encourage students to discuss the possible reasons behind the statistics
Possible Extension Activities



Using the internet site http://geography.about.com/library/cia/blccanada.htm find
similar statistics for the remaining countries involved in the African Expedition for
further comparison;
Estimate the total dollar amount for cell phone usage per month; based on a flat
rate;
Estimate the total dollar amount for internet fees per month; based on a flat rate;
Locally Developed Math
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Small World Big Picture, Expedition Africa 2006
Lesson Five – Worksheets
FACT SHEET #2
Country
Highways
Internet
Users
# of TVs
# Phones
Currency
(Mobile/Cell)
Egypt
64 000 km
of which
49 998 km
are paved
4.2
million
(2005)
7.7
million
(1997)
8 583 940
(2005)
Sudan
11 900 km
of which
4 320 km
are paved
300 000
(2003)
2.38
million
1997
650 000
2003
Ethiopia
33 297 km
of which
3 996 km
are paved
75 000
(2003)
682 000
(2002)
97 800
(2003)
Botswana
10 217 km
of which
5 619 km
are paved
60 000
31 000
(1997)
435 000
(2002)
Pula
BWP
4.6929
per US $
South
Africa
275 971 km
of which
57 568 km
are paved
3.1
million
(2002)
6 million
(2000)
16.86 million
(2003)
Rand
ZAR
6.4597
per US $
Canada
1 408 800
21.5
million
(1997)
13 221 800
(2003)
Canadian
Dollar
CAD
1.301 per
US $
(2004)
km 16.11
of which
million
497 306 km (2002)
are paved
Literacy Rates
(Age 15+ can
read/write)
Total Pop. Is
77 505 756
Male: 68.3%
Female: 46.9%
(2003 est)
Total Pop is
40 187 486
Male 71.8%
Female 50.5%
(2003 est)
Total Pop. is
73 053 286
Male: 50.3%
Female 35.1%
(2003 est)
Total Pop. is
1 640 115
Male: 76.9%
Female 82.4%
(2003 est)
Total Pop.is
44 344 136
Male 87%
Female: 85.7%
(2003 est)
Egyptian
Pound
EGP
6.1963
per US $
Sudanese
dinar
SDD
257.91
per US $
Birr
ETB
8.68 per
US $
Total Pop is
32 805 041
97% of total
pop is literate
Male: N/A
Female: N/A
(2003 est)
Data Retrieved from http://geography.about.com/library/cia/blccanada.htm on August 10,
2006
Locally Developed Math
Page 33 of 38
Small World Big Picture, Expedition Africa 2006
NAME:__________________________
FRACTION, PERCENTS, AND DECIMALS
Using the information from the Fact Sheet #2 African Expedition, complete the
table below to practice converting between percents, decimals, and fractions
Kilometres of Paved Highway Compared to Total Highway Per Country
COUNTRY
Egypt
FRACTION
DECIMAL
PERCENT
Ethiopia
South Africa
Canada
Which of the above countries has the LEAST percentage of paved highways? ___________________
In comparison, Canada has approximately ______________ more paved highways
than _____________________.
Provide one possible explanation as to why this would be. ______________________________
_____________________________________________________________________________
_____________________________________________________________________________
Locally Developed Math
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Small World Big Picture, Expedition Africa 2006
NAME:__________________________
FRACTION, PERCENTS, AND DECIMALS
Using the information from the Fact Sheet #2 African Expedition, complete the table below
to practice converting between percents, decimals, and fractions
INTERNET USERS COMPARED TO TOTAL POPULATION
COUNTRY
Sudan
FRACTION
DECIMAL
PERCENT
Botswana
Ethiopia
Canada
Which of the above countries has the GREATEST percentage of Internet Uses per population?
___________________
In comparison, Canada has approximately _______________ more internet users than
_____________________.
Provide one possible explanation as to why this would be. ______________________________
_____________________________________________________________________________
_____________________________________________________________________________
Locally Developed Math
Page 35 of 38
Small World Big Picture, Expedition Africa 2006
NAME:__________________________
FRACTION, PERCENTS, AND DECIMALS
Using the information from the Fact Sheet #2 African Expedition, complete the table below
to practice converting between percents, decimals, and fractions
# of TELEVISIONS COMPARED TO TOTAL POPULATION
COUNTRY
Sudan
FRACTION
DECIMAL
PERCENT
Botswana
Ethiopia
Canada
Which of the above countries has the SMALLEST percentage of Televisions per population?
___________________
In comparison, Canada has approximately ___________ more televisions per population
than _____________________.
Provide one possible explanation as to why this would be. ______________________________
_____________________________________________________________________________
____________________________________________________________________________
Locally Developed Math
Page 36 of 38
Small World Big Picture, Expedition Africa 2006
NAME:__________________________
FRACTION, PERCENTS, AND DECIMALS
Using the information from the Fact Sheet #2 African Expedition, complete the table below
to practice converting between percents, decimals, and fractions
PHONES (MOBILE/CELL) COMPARED TO TOTAL POPULATION
COUNTRY
Egypt
FRACTION
DECIMAL
PERCENT
Sudan
South Africa
Canada
Which of the above countries has the GREATEST percentage of mobile/cell phones per population?
___________________
In comparison, Canada has approximately ___________ less mobile/cell phones users
than _____________________.
Provide one possible explanation as to why this would be. ______________________________
_____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
Locally Developed Math
Page 37 of 38
Small World Big Picture, Expedition Africa 2006
Feedback Page
Please provide us with your feedback on this lesson and/or its available resources. We
welcome suggestions for improvements, additional methodologies, and/or new
resources you may have found to support the lesson(s).
If you would like to submit your own lesson plan(s) or curriculum idea(s) please contact
your school board representative listed at http://www.algonquincollege.com/africa
Last Name
First Name
M.I.
School Board
Address
Apt./Unit
City
Phone
Province
( )
Postal Code
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Lesson Plan Title:
Locally Developed Math
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