Program Information / [Lesson Title]
OhioMeansJobs Math Scavenger Hunt / TEACHER NAME
Stephanie Schab / PROGRAM NAME
Parma City Schools
[Unit Title]
Essential Component #4: Ongoing Assessment and Learning / NRS EFL(s)
3 – 6
Can be adapted for ABE students / TIME FRAME
180 – 240 minutes
Instruction / ABE/ASE Standards – Mathematics
Numbers (N) / Algebra (A) / Geometry (G) / Data (D)
Numbers and Operation / N.3.8
N.3.27
N.3.28
N.4.1
N.4.7 / Operations and Algebraic Thinking / Geometric Shapes and Figures / Measurement and Data
The Number System / Expressions and Equations / Congruence / Statistics and Probability
Ratios and Proportional Relationships / N.4.11 / Functions / Similarity, Right Triangles. And Trigonometry / Benchmarks identified in RED are priority benchmarks. To view a complete list of priority benchmarks and related Ohio ABLE lesson plans, please see the Curriculum Alignments located on the Teacher Resource Center (TRC).
Number and Quantity / Geometric Measurement and Dimensions
Modeling with Geometry
Mathematical Practices (MP)
 / Make sense of problems and persevere in solving them. (MP.1) /  / Use appropriate tools strategically. (MP.5)
 / Reason abstractly and quantitatively. (MP.2) /  / Attend to precision. (MP.6)
 / Construct viable arguments and critique the reasoning of others. (MP.3) /  / Look for and make use of structure. (MP.7)
 / Model with mathematics. (MP.4) /  / Look for and express regularity in repeated reasoning. (MP.8)
LEARNER OUTCOME(S)
  • Students will gain basic computer navigational skills by completing an in class computerized scavenger hunt, while learning and explore
  • Students will learn how to plan for the future by using and analyzing resources such as Ohiomeansjobs.com to find what components are available to students, and how these components help students to be successful with planning.
  • Students will be able to engage in critical thinking skills by questioning the items that they are researching, and by completing activities that will challenge them to analyze information and use logical and evidenced based reasoning when planning for the future.
  • Students will work on math skills through the budget calculator worksheet, and solve for answers using everyday math skills, such as solving for percentages.
/ ASSESSMENT TOOLS/METHODS
  • Teacher observation of student participation in discussion.
  • Warm-up activity (Reflective warm-up)
  • Oral Discussions
  • Independent Assignment (Career Pathways Model)
  • Completion of Ohio Means Jobs scavenger hunt activity
  • Completed Career Goal Steps graphic organizer
  • Exit Ticket (budget calculator worksheet)

LEARNER PRIOR KNOWLEDGE
  • Students should be familiar with basic concepts of government, specifically at the State level
  • Students should have basic computer navigational skills.
  • Students should have some concept of career goals, and planning for the future.
  • Students should be familiar with using graphic organizers.
  • Students should have engaged in critical thinking and evidenced based reasoning prior to this lesson plan.
  • Students should have some experience in understanding financial literacy, such as a budget.
  • Students should be familiar with interpreting data.

INSTRUCTIONAL ACTIVITIES
  1. Reflective warm-up:
  2. Ask your students, what is the number 1 job that they want? Distribute blank white copy paper (1 copy per student)
  3. Tell them to write down the number 1 job they want.
  4. Ask them to write down for the first step is to get to that job?
  5. Do they need training for this job?
  6. How long would it take to meet all the requirements to get this job?
  7. What does their Career Pathways model look like?
  8. Ask students to share.
  1. Explain that some of these questions can be challenging and that we have to use resources to find good answers to help plan for the future.
  1. Head to computer lab, or to the computers in your classroom.
  2. Distribute Guided Tour to each student.
  3. Give a small introduction to the OhioMeansJobs website
  4. Have students complete the Guided Tour.
  5. Collect when finished.
  1. Distribute Guide to Budgeting and calculators to your students.
  2. As a class, read the article. Have students highlight words or concepts that they would like to discuss. Discuss their thoughts and their reactions.
  3. Distribute Personal Budget Worksheet (pgs. 4-5) to students
  4. After the discussion, give each student an Exit Ticket. Their exit ticket will include some budget related math problems to solve. (It would be helpful to be by computers during this activity).
  1. Ask your students to reflect back to the beginning of class; has their opinion of career planning changed? Ask students to volunteer answers.
  1. Using a computer, direct students to Career Pathways (
  2. Explain to students that they are going to look at the “full picture.” What occupation am I interested in, and how do I get there?
  3. Tell students the options of career clusters available.
  4. Have students select one occupation (you have the choice to view as a PDF or a PowerPoint). If you have printer access, have student’s print off a copy.
  5. Ask your students to jot down answers to the following questions”
  6. Where am I at in this process?
  7. What should be my next step?
  8. Is this realistic for me?
  1. Making Connections: Give your students Career Goal Steps graphic organizer
  2. Have your students write a plan of action to get to their goal of their career pathway plan. You can use this for the student portfolio, and student conferencing.
  3. Encourage your students to choose another path to analyze, if there is time remaining.
/ RESOURCES
Computer with Internet access
Projector, ability to project
Computers with Internet access for student use
Student copies of Guided Tour
Ohio Department of Education. (n.d.). Guided Tour [PDF file]. Retrieved from
Student copies of Guide to Budgeting
Ohio Department of Education. (n.d.). Guide to Budgeting [PDF file]. Retrieved from
Student copies of Personal Budget Worksheet (pgs. 4-5) from
Hands on Banking. (n.d.). Instructor Guide. Retrieved from
Student copies of Exit Ticket (attached)
Student copies of Career Goal Steps graphic organizer (attached)
Instructor Resource
Ohio Department of Education. (2014, August 29). Ohio Means Jobs K-12: Career Cluster Inventory. Retrieved from
DIFFERENTIATION
  • Have students partner up with another student to complete the scavenger hunt.
  • Have ABE students work with instructor, or tutor if available.
  • Some students can use calculators.
  • Partner students up to complete the exit ticket problems.

Reflection / TEACHER REFLECTION/LESSON EVALUATION
Additional Information
This lesson is also good for ILPs and Career Action Plans.

Career Goal Steps graphic organizer

Ohio ABLE Lesson Plan – OhioMeansJobs Math Scavenger Hunt

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