Grade 6 Mathematics Seminar
Unit 3: Fundraising for a Cause
Unit Overview
In this unit of study, students will apply their understanding of expressions and equations to
develop a fundraising plan for a charity/cause. Students will design and implement a fundraising
plan and then donate the profit earned to a charity/cause. [This could be a simulation or real
task.] They will develop mathematical strategies to precisely calculate an optimal plan to
maximize profit.
This unit is expected to take 8 weeks (approximately 40 days).
Common Core Content Standards
6.EE
Apply and extend previous understandings of arithmetic to algebraic expressions.
1. Write and evaluate numerical expressions involving whole-number exponents.
2. Write, read, and evaluate expressions in which letters stand for numbers.
a. Write expressions that record operations with numbers and with letters standing
for numbers. For example, express the calculation “Subtract y from 5” as 5  y
b. Identify parts of an expression, using mathematical terms (sum, term, product,
factor, quotient, coefficient); view one or more parts of an expression 2(8  7) as
a product of two factors; (8  7) as both a single entity and a sum of two terms.
c. Evaluate expressions at specific values of their variables. Include expressions that
arise from formulas used in real-world problems. Perform arithmetic operations,
including those involving whole-number exponents, in the conventional order
when there are no parentheses to specify a particular order (Order of Operations).
For example, use the formula V  s 3 and A  6s 2 to find the volume and surface
area of a cube with sides of length s = 1/2.
3. Apply the properties of operations to generate equivalent expressions. For example,
apply the distributive property to the expression 3(2  x) to produce the equivalent
expression 24x  18y to produce the equivalent expression 6(4x  3y) ; apply properties
of operations to y  y  y to produce the equivalent expression 3y.
4. Identify when two expressions are equivalent (i.e., when the two expressions name the
same number regardless of which value is substituted into them). For example, the
expression y  y  y and 3y are equivalent because they name the same number
regardless of which number y stands for.
Reason about and solve one-variable equations and inequalities.
1. Understand solving an equation or inequality as a process of answering a question:
which values from a specified set, if any, make the equation or inequality true? Use
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Grade 6 Mathematics Seminar
substitution to determine whether a given number in a specified set makes an equation or
inequality true.
2. Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
3. Solve real-world and mathematical problems by writing and solving equations of the
form x  p  q and px  q for cases in which p, q and x are all nonnegative rational
numbers.
4. Write an inequality of the form x  c or x  c to represent a constraint or condition in a
real-world or mathematical problem. Recognize that inequalities of the form x  c or
x  c have infinitely many solutions; represent solutions of such inequalities on number
line diagrams.
Represent and analyze quantitative relationships between dependent and independent
variables.
5. Use variables to represent two quantities in a real-world problem that change in
relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent variables using graphs
and tables, and relate these to the equation. For example, in a problem involving motion
at constant speed, list and graph ordered pairs of distances and times, and write the
equation d = 65t to represent the relationship between distance and time.
Unit Guide
Week
1
2
3
4
Focus
Introduction to Culminating Project
Research Alex’s Lemonade Stand
Writing and Evaluating Numerical
Expressions
Research Organizations
Researching Fundraisers
Submitting “Fundraising Plan”
Skill Review: Order of Operations
Distributive Property Task
Preparing to Implement Fundraiser Skill
Review: Distributive Property
Implement Fundraising Plan
Writing, Simplifying, and Evaluating
Expressions
Content
Standard(s)
6.EE.2a
6.EE.6
6.EE.2a
6.EE.2b
6.EE.2c
6.EE.6
6.EE.3
6.EE.6
6.EE.1
6.EE.4
6.EE.5
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5
6
7
8
Solving Equations
Skill Review: Exponents
Analyze Week 1 Results
Mini-Task “Our Fundraiser is a Lemon”
“Under the Bay Dance” Analysis
Skill Review: Solving 1-Step Equations
Analyze Week 2 Results
Argument Writing
Skill Review: Inequalities
Analyze Data and Complete Group
Reports
Group presentations
Skill Review: Inequalities
Compile Class Fundraising Data in Final
Comprehensive Report
Project Reflection
Skill Review: Solving 1-Step Equations
6.EE.6
6.EE.7
6.EE.6
6.EE.7
6.EE.9
6.EE.6
6.EE.8
6.EE.6
6.EE.9
6.EE.6
6.EE.7
6.EE.9
Facilitator Notes – Week 1
Note: Please have a folder for each group to collect information throughout the project.
Days 1-2: Introduction to a Charity and Spending $1 million
1. Consider playing Nicki Minaj’s “We Can Change the World” as students enter the
classroom.
2. Copy the quotes listed below, and as students enter the room, ask them to take a quote.
Students should find others who have the same quote, and form groups. Ask students to
discuss their quotes. What does the quote mean? Do they agree? Disagree? In what ways
are these ideals relevant to their lives? Ask student groups to share with the class their
quote, and how they felt about it.
● “A man who hasn’t found something he is willing to die for is not fit to live.”
Rev. Dr. Martin Luther King, Jr.
● “You are here in order to enable the world to live more amply, with greater
vision, with a finer spirit of hope and achievement. You are here to enrich the
world.” Woodrow Wilson
● “Be the change you wish to see in the world.” Mahatma Gandhi
● “I have never been especially impressed by the heroics of people convinced they
are about to change the world. I am more awed by those who struggle to make
one small difference.” Ellen Goodman
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3. Ask students to think about what’s important to them. Working in groups, ask students to
think about what they’d do if Bill Gates (substitute any famous, wealthy person the
students in your class might know) gave them a million dollars to try to change the world,
but stipulated they must spend the money on several different causes. Have class
brainstorm, and then ask students to answer individually. How would they spend the
money? What would they do with the million dollars? (Consider playing, “If I had a
Million Dollars,” by Barenaked Ladies if time allowed.)
4. Introduce simple equation by modeling what your or one the students would do with the
million dollars:
 Example: 1 Million Dollars = Open a soup kitchen + donate to Chesapeake Bay
Foundation + donate to SPCA. Thinking aloud, put numbers to all but one of the
places of donation. 1 Million Dollars = 500,000 to soup kitchen + 55,000 to CBF
+?
 Ask students how much should be given to SPCA?
 Ask students to visually represent how they would choose to spend the money
(graphs, graph paper, manipulatives, etc.). Before students set off on their task,
ask them to think about how much money they are dealing with. Does it make
sense to split the money down to the penny? To the dollar? To the ten dollar bill?
What place value makes sense, given the initial amount?
5. Ask students to think about what causes are most important to them, so they can choose
one in the next week in order to create and run a fundraiser. (Students may choose to
continue with causes related to local or global hunger or may wish to pursue a different
interest. At this point students may not know of many charities or causes. This is just an
opening discussion and students will have opportunities to research different charitable
organizations in upcoming lessons.)
6. Distribute copies of Project Criteria. As a class begin to generate a grading rubric for
the culminating project.
Day 3: Analyzing Alex’s Lemonade Stand (Students need computer access.)
1. Learn about Alex’s Lemonade Stand by accessing the following website. Ask students to
view the video - http://youtu.be/xeBulgVzSvs. Have students use the computers to
answer the questions on Alex’s Lemonade Stand.
Websites:
● Homepage: http://www.alexslemonade.org/
● Meet our founder: http://www.alexslemonade.org/about/meet-alex
● Our Mission and History: http://www.alexslemonade.org/about/our-missionhistory
● How Donations help: http://www.alexslemonade.org/how-your-donation-helps
If time permits, have students explore Alex’s Lemonade Stand website for more
information.
2. Ask, “How can you determine if a charity is successful?” Elicit answers, allow for class
discussion, and steer conversation to mathematical analysis. If necessary, ask, “How
much money did Alex raise on average for charity each year? What would you need to
know to answer this question?” Elicit answers and brainstorm ideas on the board.
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3. Ask, “Do you have enough information to answer the question, ‘How much money did
Alex raise for charity on average each year?’” Think-pair-share answers. Below are some
possible discussion questions:
● What are some strategies we can use to find information within the paragraph?
(Possible Answers: highlighting, circling, underlining information needed,
crossing out information that is extraneous, or creating a chart with the
information)
● Is there extra information? (Possible Answers: Alex’s first lemonade stand
earned $2,000. Overall, the company has raised over 55 million dollars. A
donation of $50 will fund one hour of research.)
● What information can we use to answer our question? (Possible Answers: Alex
raised 1 million dollars before she died. Alex died in 2004.)
● Is any information missing? (Possible Answer: We don’t know when she started,
and we’d need to know that to figure out how much money she raised each year.)
4. Using Alex’s Lemonade Stand and referring to the website, have students work with a
partner to answer the question, “How much money did Alex raise for her charity on
average each year before 2004?” Once partners have determined the answer, have them
write a numerical expression to represent the average amount raised per year.
(Possible Answer:
total amount raised
 amount raised per year )
current year  year started
5. Have students share their expressions with the class and compare answers. Discuss any
misconceptions and address any questions students have.
Days 4-5: Research and Choose a Charity for Class Project
Note: Open Evaluating a Charity using Inspiration on your computer. This organizer can be
printed or if students have access to computers with Inspiration, students can complete the
organizer within the program. Make sure students are choosing charities that are school
appropriate, and try to avoid controversial organizations.
1. Have the class brainstorm different causes or charities and write causes or charities on the
board. (Possible Responses: Ken Ulman Cancer Foundation, St. Jude Children’s
Research Hospital, ASPCA)
2. In groups of 2-3, have students choose a charity or cause for which to raise money.
Students will research to support their choice. Distribute or have students open
Evaluating A Charity. Have students use the following websites to find information
about the different charities:
● http://www.bbb.org/charity-reviews/national/
● http://www.charitynavigator.org/
● http://www.givewell.org/
3. Have students share their information by acting out a Public Service Announcement,
creating a poster, giving a speech, or making a video.
4. Based on the information shared in the presentations, have students vote on a charity.
Voting should be done at “polls” and should be confidential. Have voting stations set up
around the room where students can vote for the organization they want to support.
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(Optional Activity: Instead of using a paper ballot, consider using clickers for voting.
This will provide a quick way to determine the outcome as well as show the students the
results graphically. It also provides a quick way to vote again in the event of a tie.)
5. Tally the votes as they are submitted and announce the winning charity. This will be the
charity the class will fundraise for the remaining 7 weeks.
Facilitator Notes – Week 2
Day 1-2: Research and Choose a Fundraiser to Support the Charity
1. Have students look at the following foundations to learn some of the ways that
fundraising is done. Use examples from the Ulman foundation, Alex’s Lemonade Stand
and/or Red Cross.
2. Ask:
● What are the different ways these charities raise money?
● Do the charities focus on one fundraiser or do they have several implemented at
one time?
● What up-front costs do the charities spend money on in order to make a fundraiser
successful? Discuss what a profit is and why it is important. (income - expenses =
profit)
3. Create 3 to 4 teams with 5-6 students per team depending on the size of the class.
Students will work in their teams to come up with a fundraiser. Have each individual
pick 5 that they are interested in doing, and then as a group, agree upon 1. Each team
will pick a different fundraiser to raise money for the approved charity organization.
(Note: Depending on what fundraisers students choose, they might be able to implement
some of them at the same time or have one running the entire duration of this unit. For
example, Penny Wars could be done throughout the unit because it is low maintenance.)
● Ideas for fundraising:
http://healthymeals.nal.usda.gov/hsmrs/Kansas/Fundraising%20Ideas%20for%20
Schools.pdf
● Note: Raffles and bingo are not allowed; also direct students away from high cost
fundraisers.
● Simple ideas: Friendship bracelets, pet rocks, pins, key chains, rope bracelets,
fleece blankets, penny wars, lemonade stand, walkathon, movie night
4. Students in the teams should be assigned the following roles: leader, organizer, note
taker (use Fundraising Analysis Part I), timekeeper, banker, etc. to keep the group on
track.
5. Remind students that if they would like to sell shirts, bracelets, etc the following
questions need to be answered: “How will you pay for the materials to create what you
will sell? How can you maximize your cost with the fundraiser?” Each team should
come up with an expression to represent their profit. Income-Expenses= profit. (Possible
places to get supplies/funds: PTA, donation from community, supplies at school, MOI
[money for materials of instruction], etc.)
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Grade 6 Mathematics Seminar
6. Circulate and ask each group questions about the expressions they are generating. For
example:
● If Mike sells 10 lemonades, how much money will he make?
● If Ashley wants to donate $100, how many cups of lemonade will she need to
sell?
● Extension: If supplies cost $50 to make lemonade, how much will Ashley need to
sell in order to make a profit?
Day 3: Creating a Fundraising Plan
1. Discuss the components of a fundraising plan. Discuss why companies create these plans
and to whom they have to submit. Why is it important for our class to create a
fundraising plan? To whom do we need to submit it?
2. Present students with the four basic components of a fundraising plan:
● Set a goal. How much money will you raise through all of the fundraising
combined?
● Know the organization’s mission. How will your donation support this mission?
How does this mission fit into your school community?
● Make a plan for how you will raise the money. Each tactic you use should have a
smaller goal so that all fundraising will add up to the main goal.
● Make a timeline. This project has a deadline and the fundraising must fit into this
period of time. How will you meet your goal and make it happen in this time
frame? Make sure to allot enough time for each fundraiser to be completed.
3. Distribute and have students begin the Fundraising Plan. Students should set a goal that
they hope to achieve through the separate fundraising tactics (Part I of Fundraising
Analysis) and understand the organization’s mission at this point.
Day 4: Writing Algebraic Expressions and Profit Equations
1. Distribute Raising Cash. Use cups and chips, (or cups and quarters) to model the profits
raised from different prices charged for a cup of lemonade.
2. Have students complete Part II of the Fundraising Analysis sheet. Have students share
their estimated profits from their fundraisers and add these to their Fundraising Plan to
adjust their overall fundraising goal as a class. Students should submit the Fundraising
Plan to the administration to be approved. The class also needs to submit the
Fundraising Event Application form with the plan. This must be approved by the
administration to participate in any fundraisers. If the fundraiser is implemented in
school, adult supervision may be required.
3. Skill Review Checkpoint for Order of Operations
Day 5: Skill Review
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review the order of
operations to determine the instructional needs of your students. Plan a differentiated lesson
using strategies that meet the needs of the class (strategic grouping, stations, two-group model,
all pupil response, etc.).
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Grade 6 Mathematics Seminar
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching using the order of operations to simplify expressions, use the
following activities:
● Hands-On Standards: Grades 5 & 6, Lesson 4 (p. 100-101).
● Hands-On Standards: Grades 5 & 6, Lesson 5 (p. 102-103).
Facilitator Notes – Week 3
Day 1: Lemonade Activity - Distributive Property
1. Distribute cups and chips to students or student pairs. Use Cups and Chips Expressions
Teacher Guide to model different expressions using cups and chips.
2. Have students do independent practice using Lemonade Cups.
Days 2-3: Distributive Property
1. Distribute 6th Grade Fundraising Fair. Give students time to read the task and
questions. Make sure students have access to manipulatives.
2. Consider displaying pictures of a fundraiser or other activities.
3. Students can work together, use manipulatives, or draw pictures to find a solution to the
task. If time permits, have students complete the extension.
4. At the end of class, debrief the activity on the distributive property.
● How does the distributive property make simplifying expressions easier?
● If you did not use the distributive property to find your answer, was your answer
wrong? (Students should respond that they have created an equivalent equation.)
● Answer any questions or misconceptions students may have.
Day 4: Advertisements and Preparation for Implementation of First Fundraiser
1. Ideas for advertising: morning news, posters, parent newsletter, etc.
2. If groups have to prepare and collect any materials, have them do this now.
3. Have each group prepare the Profit Thermometer that they will be using to track profit
every week. They should put the goal as the maximum at the top of the thermometer and
it should start at zero at the bottom. Students need to choose a reasonable scale to track
profit and should mark it each week using a different color as they get closer to their goal.
When they reach their goal, the thermometer should be completely colored. The template
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can be found at: http://ecmetz.holeinthewallhosting.net/wpcontent/uploads/2010/05/thermometer-template-for-kids-i2.gif.
Day 5: Skill Review for Distributive Property
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review the distributive
property to determine the instructional needs of your students. Plan a differentiated lesson using
strategies that meet the needs of the class (strategic grouping, stations, two-group model, all
pupil response, etc.).
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching distributive property, see M&M Distributive Property.
Facilitator Notes – Week 4
Throughout the week students will need to continue preparing items for fundraisers as necessary
and money should be collected and counted daily. Each group is in charge of maintaining their
fundraiser. Continue advertising to keep your school interested.
Day 1: Fundraising Start
1. Assign students to pairs and distribute The Squeeze Lemonade Stand. Have
manipulatives available for students as they work through the task. Consider showing
pictures of families, lemonade stands, or both.
2. Monitor progress. If pairs finish early, have them complete the extension activities.
3. Have pairs explain their solutions and strategies in a class discussion.
4. Discuss combining like terms and substitution that students used during the task. When
students finish, collect the task.
5. Have students begin implementing fundraising events during lunch, after school, before
school, etc. (Note: If your school chooses not to do a fundraiser, you will need to
generate simulated results for the upcoming weeks.)
6. After students have read the scenario, have a class discussion about the difference in cost
for adults and children. Brainstorm different combinations for the cost of adults and
children.
Day 2: Skill Review
Have students record the income in the table on Week 1 of Fundraiser Analysis.
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Grade 6 Mathematics Seminar
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review evaluating
numeric expressions with whole number exponents to determine the instructional needs of your
students. Plan a differentiated lesson using strategies that meet the needs of the class (strategic
grouping, stations, two-group model, all pupil response, etc.).
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching distributive property, use the following from Moving with
Math Number Sense & Reasoning (MH1) Finding the Pattern with Exponents, Lesson Plan (p.
22).
Day 3: Making Lemonade
1. Before the lesson, have materials ready and pre-cut to prepare lemonade. Assign students
to three groups. Have each group create a batch of lemonade and time it. Have groups
compare times to determine the average amount of time it takes to make the lemonade.
2. As a class complete the following table:
Student
Seconds to make
Seconds to
Seconds to
Seconds
a cup of lemonade make 5 cups make 8 cups to make n
cups
Group #1______________
5(s)
8(s)
Group #2______________
Group #3______________
3. Ask students, “Can we write a general rule for n cups of lemonade a student can make in
a certain amount of time?” Students should discover the rule sn where s = seconds to
make one cup and n = number of cups. Ask, “What happens when we multiply the
number of seconds times the number of cups made?” Students should discover we get the
total time it would take to make that many cups. Ask, “How does this factor into our
 time. At this point, your students
rule?” Students should discover sn  t where t = total
may need to focus on the vocabulary terms “expressions” and “equations” and the
difference between the two.
4. Distribute Speed It Upfor each team to complete. Circulate as students work on the
activity. Students may not realize they need to convert the hours to seconds or the
seconds to fractions of a hour.
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5. Review solutions as a class.
Day 4: Disciplinary Literacy Task on TOMS
1. Have students record the income in the table on Week 1 of Fundraiser Analysis.
2. Discuss with students the difference between a non-profit charity and a for-profit charity.
● Ask students to brainstorm ideas.
● Give them the definitions and some examples.
● Ask, “What is philanthropy?”
3. Distribute “The Business of giving: TOMS Shoes,” available at
http://www.success.com/articles/852-the-business-of-giving-toms-shoes
4. Have students answer these questions:
● Why was TOMS originally started?
● Which countries does TOMS do “shoe drop” to?
● How many shoes get dropped off?
5. Distribute “Are TOMS shoes the best fit for philanthropy?” available at
http://www.thefalcononline.com/article.php?id=6589
6. Have students answer these questions:
● Is TOMS a non-profit or for-profit charity?
● Is it better to donate a pair of shoes or to donate just money to an organization?
Note: For-profits are not necessarily bad forms of charity. They are different from nonprofit. Guide students to understand the differences and the similarities between the two.
The biggest difference is how money is spent and donated.
7. If time permits, students could look at the TOMS website: http://www.toms.com/ourmovement/. Students should look at the mission of the company, a goal for the number
of shoes donated for the year, etc.
Day 5: Disciplinary Literacy Task on TOMS
1. Ask, “Would you purchase a pair of TOMS?” Explain your reasoning. Use math to
support your answer.” Students can use the information found in both articles to support
their reasoning. Is buying a pair of TOMS the same as buying a pair of shoes that costs
$20 and then donating $20 to a charity?
2. Have a small group or class discussion for students to respond to classmates’ opinions.
Facilitator Notes – Week 5
Throughout the week students will need to continue preparing items for fundraisers as necessary
and money should be collected and counted daily. Each group is in charge of maintaining their
fundraiser. Continue advertising to keep your school interested. Have students record income in
the table on Week 2 of the Fundraiser Analysis sheet throughout the week.
Day 1: Fundraiser Analysis and Net Loss
1. Have students record income in the table on Week 1 of Fundraiser Analysis. Students
can now calculate the total income earned during week 1 of the fundraiser. Have them
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complete the page titled “Week 1 of Fundraiser” on the Fundraiser Analysis sheet.
Students should mark the profit for the week on the Profit Thermometer.
2. Distribute Our Fundraiser is a Lemon and have students work individually on the task.
Explain what the M&M Fund is and why it was started through Alex’s Lemonade stand
(see http://www.alexslemonade.org/campaign/mm-fund.)
3. When students complete the task, have students share responses and strategies.
Day 2: Skill Review
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review solving one step
equations to determine the instructional needs of your students. Plan a differentiated lesson
using strategies that meet the needs of the class (strategic grouping, stations, two-group model,
all pupil response, etc.).
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching solving one - step equations, use the following from Moving
with Math Algebra (MH5) activities:
● Keeping the Balance Lesson Plan (p. 40).
● Equations with Addition or Subtraction Lesson Plan (p 41).
● Solving Equations Lesson Plan (p. 42).
Days 3-5: Analyzing the Success of a School Fundraiser
1. Have students record the income in the table on Week 1 of Fundraiser Analysis.
2. Distribute the Under the Bay Dance Fundraiser activity. Give students a few minutes
to read the scenario on their own and then have them share their reactions to the SGA
Under the Bay Dance, using what they have learned about designing and implementing
their fundraisers. (Possible Responses: The SGA spent a lot of money on decorations;
the SGA should have charged more for the dance; the DJ seemed like an unnecessary
expense; etc.)
3. Have students work in their fundraising groups to complete Part I of the Under the Bay
Dance Fundraiser. Have students share their responses and compare the profits they
calculated for the SGA. Clear up any questions or misconceptions.
4. Have students work in their fundraising groups to complete Part II of the Under the Bay
Dance Fundraiser. As students finish their recommendations for changes to the Under
the Bay Dance fundraiser, have them publish their findings on chart paper around the
room.
5. After groups finish publishing their recommendations, have the students participate in a
gallery walk. Below are some possible discussion questions:
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


Which group made the most profit with their changes/recommendations
made?
What was the most unusual recommendation a group made?
What change had the most impact on the profit made?
Facilitator Notes – Week 6
Throughout the week students will need to continue preparing items for fundraisers as necessary
and money should be collected and counted daily. Each group is in charge of maintaining the
fundraiser. Continue advertising to keep your school interested.
Days 1-2: Comparing two charities
1. Have students record the income in the table on Week 2 of Fundraiser Analysis.
Students can now calculate the total income earned during week 2 of the fundraiser.
Have them complete the page titled “Week 2 of Fundraiser” on the Fundraiser Analysis
sheet. Students should mark the profit for the week on the Profit Thermometer using a
different color from last week’s profit.
2. Distribute the Argument Writing Sample to students and give them time to read.
3. Have students research and explore the Red Cross website http://www.redcross.org and
American Cancer Society website http://www.cancer.org to answer:
● How and why was each organization started?
● What is the total amount of money raised since each charity was founded?
● What is the average amount of money donated each year?
● How much money is spent to run facilities and/or events?
● How much money is spent towards the goal of the charity?
4. If time permits, students can begin thinking about a claim.
Days 3-4: Argument Writing - Which Charity Should Matt Donate to?
1. Have students make a claim and use examples to support the claim.
2. Have students write down at least one counter-claim and example.
3. Have students write a rough draft. When finished, have students peer review the rough
drafts.
4. Have students complete a final draft. (Students could complete this for homework if
needed.)
5. Have the class discuss their responses using their writing to help support their argument.
6. Debrief the activity: (could continue into Skill Review Day)
● Why is it important to research a charity before we donate money?
● Allow time for students to formulate answers and respond.
Day 5: Skill Review Understanding Inequalities
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review vocabulary when
graphing and solving inequalities to determine the instructional needs of your students. Plan a
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has
licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0
Unported License.
Grade 6 Mathematics Seminar
differentiated lesson using strategies that meet the needs of the class (strategic grouping, stations,
two-group model, all pupil response, etc.).
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching inequalities, use the Moving with Math Algebra (MH5) True,
False and Open Inequalities Lesson Plan (p. 53).
Facilitator Notes – Week 7
Day 1: Fundraiser Analysis Week 3 and Bar Graph
1. Have students record the income in the table on Week 3 Fundraiser Analysis. Students
can now calculate the total income earned during week 3 of the fundraiser. Have them
complete the page titled “Week 3 of Fundraiser” on the Fundraiser Analysis sheet.
Students should mark the profit for the week on the Profit Thermometer using a
different color from the last two weeks’ profit.
2. Have students complete a bar graph (you may want to provide graph paper for this) for
their data on the Fundraiser Analysis sheet. Review skills as necessary.
Day 2: Finish Fundraiser Analysis and Prepare Group Presentations
1. Have each group finish the Fundraiser Analysis sheet by completing the “Analyzing
Total Profit” page.
2. Each group needs to prepare for a presentation of their data to the class on Days 4-5.
Each presentation should be 5 minutes long, and students need to create a poster to
present key information to the class. Groups must share information about income,
expenses, profit, and effectiveness of their fundraiser. They should include the bar
graphs and Profit Thermometer they made as well. This way the entire class will know
how much money the individual fundraisers have contributed to the overall fundraising
goal that they set.
Day 3: Skill Review Equations in Two Variables
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review independent and
dependent variables to determine the instructional needs of your students. Plan a differentiated
lesson using strategies that meet the needs of the class (strategic grouping, stations, two-group
model, all pupil response, etc.).
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has
licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0
Unported License.
Grade 6 Mathematics Seminar
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching independent vs. dependent variable and writing equations
based on graphs and tables, use Moving With Math Algebra (MH5) Functions from Measurement
Tables Lesson Plan (p. 60).
If students finish the Skill Practice early, have them finish preparing for group presentations.
Determine the order of presentations by drawing groups randomly. All groups should finish
preparing, regardless of which day they are to present.
Days 4-5: Group Presentations
1. Have groups finalize their presentations.
2. Have each student follow along during presentations and complete the Group
Presentation Note Sheet. Explain to the students that this is very important because
every group did a different fundraiser and we need to know what each group has
contributed towards our overall goal. Every class member will be responsible for
knowing how the class has done overall. You may want to invite the administration for
the presentations because they were involved in approving the fundraising plan. In a real
company, you would have to do a financial presentation to the people who approved your
plan initially so this will reinforce buy-in and legitimacy.
Facilitator Notes – Week 8
Days 1-2: Compile and Analyze Class Data
1. Lead a class discussion in which students can summarize (based on what they learned
during the presentations) how their fundraisers have contributed to the overall goal.
Students should be able to give information about groups they were not in based on the
notes they took last week. This is an opportunity for synthesizing other groups’ work and
data. Ask for a volunteer to record the overall class expenses, income, and profit on a
sheet of paper and have another volunteer record this information on chart paper so the
entire class can see it. Ask the students:
● Did we successfully meet our overall goal?
● Was each group able to contribute at least as much as they had projected?
● Is there a way we could have no expenses during fundraising so that all of our
income is profit? Is this realistic? Were any groups able to do this?
2. Using the compiled class data, determine a scale to use for a Profit Thermometer to
represent the class goal and progress, just like each individual group did. Have a
volunteer record this data on a Profit Thermometer.
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has
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Grade 6 Mathematics Seminar
3. The last thing to do with the class data is to create a stacked bar graph (you may want to
provide graph paper) to track profit for each week (similar to what each individual group
did). The stacked bar graph will use different colors/textures to show how each
fundraiser contributed to the overall profit. This will give a visual way to show students
which fundraisers were most successful and pinpoint any that were less successful. As
the class helps create one on chart paper, have a volunteer record this onto a sheet of
paper to be inserted into the final report. Questions students can consider:
● Were any fundraisers significantly more successful than others?
● Were any significantly less successful than others?
4. Using the data that the class has compiled, have each group calculate the percentage of
the total profit that their group was able to raise. Ask:
● What do the percentages tell you about your contribution to the overall goal?
● How is analyzing the percentage of profit different from the other ways we have
analyzed it?
● Is it more helpful or less helpful? Do you think it informs your analysis more?
Day 3: Reflection Draft 1
1. Refer to the original Fundraising Plan that the students created. Each student will need
to write a reflection on the Fundraising Plan. Distribute the Fundraising Reflection
Sheet. This must be completed to finish the project report, and it is also a requirement
for getting credit for service learning for this project.
2. When students are nearly finished, have them peer review each other’s work.
3. At the end of class, collect these so that you can edit them so students can type their final
drafts on Day 5.
Day 4: Skill Review
Skill Review lessons are opportunities to offer targeted, differentiated support for students based
on their current understanding of content standards. Prior to this lesson, review solving one step
equations to determine the instructional needs of your students. Plan a differentiated lesson
using strategies that meet the needs of the class (strategic grouping, stations, two-group model,
all pupil response, etc.).
For ideas for creating and responding to formative assessment data, visit:
http://letthedatabeyourguide.wikispaces.com/
For differentiation strategies, visit:
http://daretodifferentiate.wikispaces.com/
http://media.hcpss.org/newcode/strategies/strategies.php
For ideas for teaching/re-teaching solving one - step equations, use the following from Moving
with Math Algebra (MH5) activities:
● Modeling Equations Involving Multiplication Lesson Plan (p. 43).
● Modeling Equation Involving Division Lesson Plan (p. 44).
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has
licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0
Unported License.
Grade 6 Mathematics Seminar
Day 5: Wrap-up Unit Project
1. Return the edited copies of their project drafts. Address any misconceptions you noticed.
Have students complete their final drafts on the Fundraising Reflection Sheet.
2. Have students reflect on the project, discussing what went well and what they would
change if they were to do a fundraiser in the future.
3. If approved, have students fill out the Service Learning Forms so they get credit
(carbonized form available in Student Services). Display the appropriate information on
document camera.
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has
licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0
Unported License.