Big Companies, Small Companies |
|
Students will examine the impact of big and small
companies and use statistical charts to convert percentages to
numbers. |
Primary Learning Outcomes
How many big and small companies are local employers? Are
there more big companies or small ones? How do you convert percentages to
numbers? What computational skills are required?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 7
Guidance
B. Educational and Occupational Exploration
6
Topic: Skills to
locate, understand, and use career information.
Standard: Identify various ways that
occupations can be classified. Identify a number of occupational groups for
exploration. Demonstrate skills in using school and community resources to learn
about occupational groups. Identify sources to obtain information about
occupational groups including self-employment. Identify skills that are
transferable from one occupation to another. Identify sources of employment in
the community.
Grade: 7
Mathematics
Problem Solving
1
Topic: Problem
Solving Strategies, Reasoning, Estimation Strategies, Mental
Computation
Standard: Solves
problems, reasons, and estimates throughout mathematics. - Selects and uses
problem-solving strategies such as reading the problem, drawing a picture or
diagram, using trial and error, making a table or chart, looking for patterns,
making a simpler problem and then generalizing, working backwards, etc. -
Selects and uses appropriate tools (such as mental computation, calculators,
manipulative materials, paper and pencil, computer) in solving problems. - Uses
appropriate estimation strategies (such as front-end, breaking numbers apart,
compatible numbers, guess and check, clustering, rounding, compensation) to
check the reasonableness of results. - Solves nonroutine problems for which the
answer is not obvious. - Relates concepts and skills to practical
applications.
Procedures/Activities
Step:
1 Duration: 15 minutes
Discuss with students various local employers and the number
of workers employed in each establishment. Have students use the phone book or
chamber of commerce guides to list local business establishments and write them
on the board. Then, have students categorize them as small (fewer than 20
workers), medium (more than 20, fewer than 250 workers) or large (up to
1000-plus workers) businesses. (If there are no resources listing numbers of
workers, it is okay for students to guess at numbers.)
Step: 2 Duration: 15 minutes
While students are completing the categories, ask, "Are there
any large businesses in the local community? Are there any medium businesses in
the community?" Point out to students that business establishments with 4 or
fewer workers account for more than 50% of all businesses in the nation.
Business establishments with fewer than 20 workers make up over 86%. Is it
surprising then that most of the businesses in the local community are small
businesses? Have students discuss what advantages and disadvantages these
statistics have for the local job market.
Step:
3 Duration: 15 minutes
Distribute the Big Companies, Small Companies Handout to
students, have them read it and discuss the table to ensure they understand the
information. Then have students follow the instructions to convert the
percentages listed on the table into numbers of
establishments.
Attachments for Step 3
Title: Big Companies, Small Companies Answer Sheet
FileName: Big Companies, Small Companies Answer
Sheet.doc
Description: Teacher's key for the handout.
Title: Big Companies, Small Companies Handout
FileName: Big Companies, Small Companies
Handout.doc
Description: Copy and distribute to students.
Step: 4 Duration: 10
minutes
Once students have completed the handout, discuss their
results and collect the handouts.
Materials and Equipment
Writing materials, calculator, handouts, phone books, chamber
of commerce business guides, Georgia Department of Labor county guides on
businesses.
Standards (Local and/or National)
Total Duration
55 minutes
Technology Connection
Assessment
Students will be assessed on their handouts.
Extension
Remediation
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
