noc managing your leisure time:noc1411 execassist · 3 managing your leisure time click hereto...

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1. Tasks

Click here to practice a Skill-Building Activity whichwill prepare you for completing the following task.

Task 1 The Fall Schedule for the local recreation centre has arrived. John would liketo go swimming at least twice a week during the afternoon but does notwant swimming lessons.

a) Look at the Recreation Centre Fall Schedule. Highlight the drop-inswimming hours that are in the afternoon.

Document Use

b) Look at John’s Personal Calendar. Enter the times in John’s calendarfor each week that John is able to go swimming.

Document Use, Data Analysis, Scheduling, Budgeting and Accounting

John is responsible for managing his leisure time and uses a personalcalendar to keep track of his activities. He is also responsible for paying for

his activities with his monthly earnings.

Managing YourLeisure TimeThis activity contains skill-building activities leading up tothe demonstration of Essential Skills tasks at skill levels 1and 2. It has been built around the unifying theme ofManaging Your Leisure Time but the activities and EssentialSkills tasks also provide great practice opportunities forlearners preparing for employment placements. Teachersand facilitators are encouraged to choose the skill-buildingactivities and/or tasks that meet the needs of the learners.

Check out the video before completing the tasks. Choosevideo or video with subtitles.

Video

Managing Your Leisure Time

Essential Skills Focus1 2 3

Document Use ■■ ■ ■■

Oral Communication ■ ■■ ■■

Measurement andCalculation ■ ■■ ■■

Scheduling, Budgeting and Accounting ■ ■■ ■■

Data Analysis ■ ■■ ■■

Essential Skills -Ontario CurriculumLinkages

Recreation Centre Fall Schedule

Personal Calendar

http://osp.osca.ca/videos/es3/es_video8_en.htmlhttp://osp.osca.ca/videos/es3/es_video8.html

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Task 2 John would like to go swimming but is not sure if he can afford it. Johnearns $1,200 per month. John pays $675 on rent, $250 on groceries, $50 ontransportation (Bus Pass) and $100 on medication.

a) If John pays $39 per month to use the swimming pool how muchmoney will he have left for the month?

Measurement and Calculation

b) The cost per month to swim is $39 and the cost per year is $420.Compare the monthly and annual cost to use the swimming pool. How much would John save if he pays for the full year rather than themonthly price.

Measurement and Calculation


Task 3 John and his friend Joan play video games every Friday evening. However,this week John has another appointment on Friday evening and won’t beable to play. John will need to call Joan to let her know they must cancelFriday evening. Record a message to Joan. Oral Communication


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Task 4 John volunteers every Friday from 2 p.m. to 4 p.m. John is finding thatdifficult every week and would like to volunteer in the first and third Friday ofthe month. Look at John’s calendar for November and December. Enter theinformation into the calendar. Document Use


Task 5 John has three library books that are overdue. Two of the books are 1 weeklate and the third book is 2 weeks late. The cost for each day that the booksare late is 10¢. Calculate the total late charge for all 3 books. Measurement and Calculation


Recreation Centre Fall Schedule

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5:30 a.m. - 7 a.m.

3 p.m. - 5:30 p.m.

8 p.m. - 10:30 p.m.

Drop-in Swimming Hours

5:30 a.m. - 8 a.m.

3 p.m. - 4 p.m.

8 p.m. - 10:30 p.m.

5:30 a.m. - 7:30 a.m.

8 a.m. - 10:30 a.m.

1 p.m. - 2 p.m.

8 p.m. - 10:30 p.m.

5:30 a.m. - 8 a.m.

10:30 a.m. - 11:30 a.m.

3 p.m. - 6 p.m.

9 p.m. - 10:30 p.m.

5:30 a.m. - 7 a.m.

8 a.m. - 11:30 a.m.

3 p.m. - 6 p.m.

9 p.m. - 10:30 p.m.

Monday Tuesday Wednesday Thursday Friday

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Personal Calendar

John’s Personal Calendar

1Work 8 a.m - noon

2Library10 a.m. - noon

3Work 10 a.m. - 2 p.m.

4Volunteer2 p.m. - 4 p.m.

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Sunday Monday Tuesday Wednesday

September

Thursday Friday Saturday

6 7Work8 a.m. - 2 p.m.

8 9Work8 a.m. - 2 p.m.

10 11Volunteer2 p.m. - 4 p.m.

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13 14 15Dr. Appt.4 p.m.

16Work10 a.m. - 3 p.m.

17Work noon - 4 p.m.


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20 21 22Work 8 a.m. - noon

23 24Work10 a.m. - 2 p.m.


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27 28Work8 a.m. - 2 p.m.

29 30

1Work10 a.m. - 2 p.m.


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October


4 5 6Work 8 a.m. - noon

7Library10 a.m. - noonDental Appt. 3 p.m.

8Work10 a.m. - 2 p.m.


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11 12 13 14Work10 a.m. - 4 p.m.

15Work10 a.m. - 2 p.m.


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18 19Work9 a.m. - 2 p.m.

20Work 8 a.m. - noon

21Work8 a.m. - 2 p.m.

22 23Volunteer2 p.m. - 4 p.m.

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25 26 27 28Work10 a.m. - 4 p.m.

29Work10 a.m. - 2 p.m.


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Personal Calendar

1


2 3 4 5 6 7


November


8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

1 2 3 4 5


December


6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

2. Answer Key

Task 1 The Fall Schedule for the local recreation centrehas arrived. John would like to go swimming atleast twice a week during the afternoon but doesnot want swimming lessons.

a) Look at the Recreation Centre FallSchedule. Highlight the drop-in swimminghours that are in the afternoon.

b) Look at John’s Personal Calendar. Enterthe times in John’s calendar for each weekthat John is able to go swimming.

Answer a) See Task 1 a) Answer Sheet.

b) See Task 1 b) Answer Sheet.

Check page 9 for one way to get this answer.

Task 2 John would like to go swimming but is not sure ifhe can afford it. John earns $1,200 per month.John pays $675 on rent, $250 on groceries, $50 ontransportation (Bus Pass) and $100 on medication.

a) If John pays $39 per month to use theswimming pool how much money will hehave left for the month?

b) The cost per month to swim is $39 and thecost per year is $420. Compare the monthlyand annual cost to use the swimming pool.How much would John save if he pays forthe full year rather than the monthly price.

Answer a) $86 for the month

b) $48 would be saved


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Essential Skills Focus

Document Use ②

Document Use ②

Data Analysis ①

Scheduling, Budgeting andAccounting ①

Measurement andCalculation ①Measurement andCalculation ①

Task 3 John and his friend Joan play video gamesevery Friday evening. However, this week Johnhas another appointment on Friday evening andwon’t be able to play. John will need to callJoan to let her know they must cancel Fridayevening. Record a message to Joan.

Answer Answers will vary. Possible answer AUDIO 1.

Hi Joan, this is John. I won’t be able to playvideo games this Friday, I have an appointment.We will have to wait until next week. Thanks.


Task 4 John volunteers every Friday from 2 p.m. to 4p.m. John is finding that difficult every weekand would like to volunteer in the first and thirdFriday of the month. Look at John’s calendar forNovember and December. Enter the informationinto the calendar.

Answer See Task 4 Answer Sheet.Check page 12 for one way to get this answer.

Task 5 John has three library books that are overdue.Two of the books are 1 week late and the thirdbook is 2 weeks late. The cost for each day thatthe books are late is 10¢. Calculate the total latecharge for all 3 books.

Answer $2.80 is the total late charge for the librarybooks.


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Essential Skills Focus

Oral Communication ①

Measurement andCalculation ①

Document Use ②

3. Answer Steps

Task 1 The Fall Schedule for the local recreation centre has arrived. John would like to go swimming at least twice a week during the afternoon but does not want swimming lessons.

a) Look at the Recreation Centre Fall Schedule. Highlight the drop-inswimming hours that are in the afternoon.

b) Look at John’s Personal Calendar. Enter the times in John’s calendarfor each week that John is able to go swimming.

Answer a) See Task 1 a) Answer Sheet.

b) See Task 1 b) Answer Sheet.

One way to get this answer...

Steps for a):

1. Scan the Recreation Centre Fall Schedule.2. Understand that the afternoon is from 12 noon until 6 p.m.

3. Locate the hours for swimming in the afternoon.

4. Highlight the drop-in swimming hours.

Skill Focus Document Use ②

Steps for b):

1. Scan John’s Personal Schedule. 2. Locate the days where nothing is scheduled for each week in September

and October.

3. Compare the days that are free with the days that Drop-in Swimming isavailable in the afternoon.

4. Enter the times for swimming on John’s Personal Schedule:

a. for example Tuesday September 8th from 3 p.m. to 4 p.m.

Skill Focus Document Use ②, Data Analysis ①, Scheduling, Budgeting andAccounting ①

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Task 2 John would like to go swimming but is not sure if he can afford it. Johnearns $1,200 per month. John pays $675 on rent, $250 on groceries, $50 ontransportation (Bus Pass) and $100 on medication.

a) If John pays $39 per month to use the swimming pool how muchmoney will he have left for the month?

b) The cost per month to swim is $39 and the cost per year is $420.Compare the monthly and annual cost to use the swimming pool.How much would John save if he pays for the full year rather than themonthly price.

Answer a) $86 for the month

b) $48 would be saved


Steps for a):1. Identify what is required: the total money John has left for the month.2. Set up the problem to find the total amount John spends per month:

Rent + Groceries + Transportation + Medication + Swimming = TotalExpenses for the month.

3. Calculate the total expenses: 675 + 250 + 50 + 100 + 39 = 1114.4. Set up the problem to find the amount John has left for the month: The

total earnings - the expenses = the total spending money.5. Calculate the amount of spending money: 1200 - 1114 = 86.6. Decide that the amount of money John has left for the month is $86.

Skill Focus Measurement and Calculation ①

Steps for b):1. Identify what is required: how much money is saved.2. Set up the problem to find the total cost of swimming if it is paid per month:

Cost per month x 12 months = Total cost of swimming in one year.3. Calculate the cost of swimming: 39 x 12 = 468.4. Set up the problem to find the amount John would save if the

swimming was paid annually: Total cost of swimming paid monthly -total cost of swimming paid annually.

5. Calculate the total amount saved: 468 - 420 = 48.6. Decide that the amount of money John would save is $48.


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Task 3 John and his friend Joan play video games every Friday evening. However,this week John has another appointment on Friday evening and won’t beable to play. John will need to call Joan to let her know they must cancelFriday evening. Record a message to Joan.

Answer Answers will vary. Possible answer AUDIO 1.

Hi Joan, this is John. I won’t be able to play video games this Friday, I havean appointment. We will have to wait until next week. Thanks.


The answers are in Task 3:

1. Who are you calling – Joan.

2. Why are you calling – Not able to play video games this Friday.

Skill Focus Oral Communication ①

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Task 4 John volunteers every Friday from 2 p.m. to 4 p.m. John is finding thatdifficult every week and would like to volunteer in the first and third Friday of the month. Look at John’s calendar for November and December. Enterthe information into the calendar.

Answer See Task 4 Answer Sheet.


1. Look at John’s Personal Calendar for November. 2. Scan the headings using the key word Friday.3. Locate the first row under Friday.

4. Enter Volunteer 2 p.m. - 4 p.m. 5. Locate the third row under Friday.

6. Enter Volunteer 2 p.m. - 4 p.m. 7. Look at John’s Personal Calendar for December.8. Scan the headings using the key word Friday.9. Locate the first row under Friday.

10. Enter Volunteer 2 p.m. - 4 p.m. 11. Locate the third row under Friday.

12. Enter Volunteer 2 p.m. - 4 p.m.

Skill Focus Document Use ②

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Task 5 John has three library books that are overdue. Two of the books are 1 weeklate and the third book is 2 weeks late. The cost for each day that the booksare late is 10¢. Calculate the total late charge for all 3 books.

Answer $2.80 is the total late charge for the library books


1. Identify what is required: the total late charge for three library books.

2. Decide that a week is 7 days.

3. Set up the problem to find the late charge for two books that are 1 weeklate: 2 books x 1 week (7 days) x late charge (10¢) = late charge for 2 books.

4. Calculate: 2 x 7 x .10 = 1.40.

5. Set up the problem to find the late charge for one book that is 2 weekslate: 1 book x 2 weeks (14 days) x late charge (10¢) = late charge for 1 book.

6. Calculate: 1 x 14 x .10 = 1.40.

7. Set up the problem to find the total late charge for all 3 books: late chargefor 2 books + late charge for 1 book = total late charges for all 3 books.

8. Calculate: 1.40 + 1.40 = 2.80.

9. Decide that the total late charge for the library books is $2.80.


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Task 1 a) Answer Sheet

5:30 a.m. - 7 a.m.

3 p.m. - 5:30 p.m.

8 p.m. - 10:30 p.m.

Drop-in Swimming Hours

5:30 a.m. - 8 a.m.

3 p.m. - 4 p.m.

8 p.m. - 10:30 p.m.

5:30 a.m. - 7:30 a.m.

8 a.m. - 10:30 a.m.

1 p.m. - 2 p.m.

8 p.m. - 10:30 p.m.

5:30 a.m. - 8 a.m.

10:30 a.m. - 11:30 a.m.

3 p.m. - 6 p.m.

9 p.m. - 10:30 p.m.

5:30 a.m. - 7 a.m.

8 a.m. - 11:30 a.m.

3 p.m. - 6 p.m.

9 p.m. - 10:30 p.m.

Monday Tuesday Wednesday Thursday Friday

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Task 1 b) Answer Sheet


1Work 8 a.m - noon

2Library10 a.m. - noon

3Work 10 a.m. - 2 p.m.


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September


6 7Work8 a.m. - 2 p.m.

8Swimming 3 p.m. - 4 p.m.

9Work8 a.m. - 2 p.m.



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13 14Swimming 3 p.m. - 5:30 p.m.

15Dr. Appt.4 p.m.

16Work10 a.m. - 3 p.m.

17Work noon - 4 p.m.


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20 21Swimming 3 p.m. - 5:30 p.m.



24Work10 a.m. - 2 p.m.


26

27 28Work8 a.m. - 2 p.m.



1Work10 a.m. - 2 p.m.


3


October


4 5Swimming 3 p.m. - 5:30 p.m.

6Work 8 a.m. - noon

7Library10 a.m. - noonDental Appt. 3 p.m.

8Work10 a.m. - 2 p.m.


10

11 12Swimming 3 p.m. - 5:30 p.m.


14Work10 a.m. - 4 p.m.

15Work10 a.m. - 2 p.m.


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18 19Work9 a.m. - 2 p.m.


21Work8 a.m. - 2 p.m.



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25 26Swimming 3 p.m. - 5:30 p.m.


28Work10 a.m. - 4 p.m.

29Work10 a.m. - 2 p.m.


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Task 4 Answer Sheet

1


2 3 4 5 6Volunteer 2 p.m. - 4 p.m.

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November


8 9 10 11 12 13 14

15 16 17 18 19 20Volunteer 2 p.m. - 4 p.m.

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22 23 24 25 26 27 28

29 30

1 2 3 4Volunteer 2 p.m. - 4 p.m.

5


December


6 7 8 9 10 11 12

13 14 15 16 17 18Volunteer 2 p.m. - 4 p.m.

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20 21 22 23 24 25 26

27 28 29 30 31

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Skill-Building ActivitiesSample Skill-Building Activities for Task 1

Teacher/Facilitator Notes

The following skill-building activities can be used to help learners work towards thedemonstration of Essential Skills in Task 1. Teachers/facilitators can choose the skill-building activities that meet the needs of the learners.

Sample skill-building activities leading up to the demonstration of Essential Skills in Task 1are listed below.

Task 1 Skill-Building Activities

• Sort activities according to AM (morning) and PM (afternoon).• Read a weekly calendar strip in order to indicate the time of day (morning or

afternoon) that the learner already has a scheduled activity.

Example 1: Sort activities according to AM (morning) and PM (afternoon).

Instructor will create sorting cards with one of the following activities printed on eachcard. Using an organizational chart (T-chart for instance), the learner will sort the activitiesby AM (morning) and PM (afternoon).

Sort each sentence strip to the correct time of day in the T-chart.

John takes the recycling out to thegarage at 3 PM each day. John eats breakfast at 7 AM each day.

John goes to bed at 10 PM. John walks the dog at 5 PM.

John feeds the fish at 8 AM. John leaves for volunteering at 10 AM.

John catches the bus home at 3:30 PM. John catches the bus to work at 8:30AM on Mondays and Wednesdays.


AM Morning PM Afternoon

T I PAs the learner masters these sentence strips, divide theorganizer to morning, afternoon and evening in order torefine the use of time slots in the day. In addition, theinstructor could add specific times (for example from 10 am -2 pm) and have a category “both AM and PM” in the organizer.

Answer:

AM Morning PM Afternoon

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John eats breakfast at 7 AM each day. John takes the recycling out to thegarage at 3 PM each day.

John leaves for volunteering at 10 AM. John walks the dog at 5 PM.

John feeds the fish at 8 AM. John goes to bed at 10 PM.

John catches the bus to work at 8:30AM on Mondays and Wednesdays. John catches the bus home at 3:30 PM.

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Example 2: Read a weekly calendar strip in order to indicate the time of day (morning orafternoon) that the learner already has a scheduled activity.

The instructor will have blue, red, and purple markers (these can be highlighters, bingotype chips, or cardboard cut-outs) for the learner to use as indicators.

Place a ■ BLUE marker on the days that have an activity in the morning.

Place a ■ RED marker on the days that have an activity in the afternoon.

Place a ■ PURPLE marker on the days that have an activity in both the morning and theafternoon.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Church Work at the Work at the PutService video store video store recycling10 AM 9 AM 9 AM at the curb

8 AM

Family Walk the Walk the Movies withDinner dog dog friends5 PM 5 PM 5 PM 7 PM

T I PTo increase the difficulty of this activity as the learnermasters this strip, add another week to the originalactivity and build the activity to a month (four weeks orfour and a half weeks). The activity should build to thecurrent calendar month. The instructor can then ask thelearner such questions as: What days could you add anactivity in the morning? In the afternoon? Bothmorning and afternoon? In addition, the instructorcould mix up the AM and PM activity indications (onthe sample AM is at the top of the calendar day and PMis at the bottom). For students who are not reading print, use visuals to represent the time of day (AM or PM) and the scheduled activities.


Answer:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Church Work at the Work at the PutService video store video store recycling10 AM 9 AM 9 AM at the curb

8 AM

Family Walk the Walk the Movies withDinner dog dog friends5 PM 5 PM 5 PM 7 PM

Click here to Return to Task.

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• Sort activities according to greater than (>) 100 or less than () 100 or less than () 100 or numbers less than (


Greater than 100 (>) Less than 100 (

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Answer:

Greater than 100 (>) Less than 100 (


Add the following numbers using your calculator:

14 + 7 =

21 + 210 =

Subtract the following numbers using your calculator:

210 – 10 =

35 – 15 =

Answer:

Add the following numbers using your calculator:

14 + 7 = 2121 + 210 = 231Subtract the following numbers using your calculator:

210 – 10 = 20035 – 15 = 20

T I PAs students master the simple questions above (andusing the calculator for both addition and subtraction),increase the difficulty of the task but using decimalnotation (.21 + 2.10 =) and then monetary notation ($.21 + $2.10 =). Students will need to know that thedollar sign ($) does not appear on the calculator.


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• Sort formal or informal introductions using a T-chart organizer.• Ask 5 W questions for a stated situation by playing the “5W” game.• Provide a solution for a stated problem by playing “What Should I Do?” game.

Example 1: Sort formal or informal introductions using a T-chart organizer.

Instructor will create sorting cards with one of the following activities printed on eachcard. Using an organizational chart (T-chart for instance), the learner will sort the activitiesby identifying whether the activity would be considered a formal or an informal exchange.The instructor could also label the T-chart headings “friends” or “workplace”.

Sort each sentence strip to the correct column in the T-chart.

Hey man, it is your buddy, John. Hi Joan. It’s John. Really sorry aboutthis but I’m going to have to cancel fortonight. Something has come up. Callyou tomorrow to reschedule.

What’s up buddy? It’s John calling.

This is John Smith. May I speak to thesupervisor?

Hi, it is Tuesday morning. I am callingto say I am ill today and unable toattend work.

Good morning Mrs. Brown. I will notbe in to work today as I am feeling ill. Iwill call back later today after I see thedoctor to let you know when I cancome back to work. Thank You.


Informal Formal

T I PInstructors may want to make this activity moreinteractive by using an interactive white board andhaving the students drag the sentence to the correctcolumn. By using the voice recording of each sentence, the students may use tone as well as vocabulary choice to determine if the response is “formal” or “informal”.

Answer:

Informal Formal

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Hey man, it is your buddy, John. This is John Smith. May I speak to thesupervisor?

What’s up buddy? It’s John calling. Hi, it is Tuesday morning. I am callingto say I am ill today and unable toattend work.

Hi Joan. It’s John. Really sorry aboutthis but I’m going to have to cancel fortonight. Something has come up. Callyou tomorrow to reschedule.

Good morning Mrs. Brown. I will notbe in to work today as I am feeling ill. Iwill call back later today after I see thedoctor to let you know when I cancome back to work. Thank You.

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Example 2: Ask 5 W questions for a stated situation by playing the “5 W game”.

Instructor selects situations from the deck of “5 W” cards and places them face down onthe table. Each participant selects one situation card and several 5 W recording sheets.Moving around the table, each participant has an opportunity to read their situation card tothe group. Each participant then records the 5 W for the given situation. If they cannotthink of all 5 Ws for each situation, they leave that space blank for that situation. Theinstructor is the “judge” to decide if the recorded 5 Ws are suitable for the givensituations. One point is awarded per situation per appropriate W for each player (so aplayer has an opportunity to earn 6 points per situation if they also answer a bonus “how”per situation).

5W Recording Sheet

Situation: ______________________

Who __________________________

What __________________________

Where __________________________

When __________________________

Why ____________________________

Bonus: How ____________________

5W Recording Sheet

Situation: ______________________

Who __________________________

What __________________________

Where __________________________

When __________________________

Why ____________________________

Bonus: How ____________________


Situations:

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Dinnerinvitation

A party

Swimminglessons

Starting a job

Doctorappointment

Working out atthe gym

Being lateMissing a bus

stop

Paying for a ticket

Phone call

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T I PParticipants would need to be familiar with the 5 Wquestioning technique to participate in this activity. Asparticipants become familiar with the game, theinstructor can introduce the concept of “timingresponses” (allow one minute to record 5 Ws and thendecrease time to see if participants can generate ideasmore quickly). Alternately, if participants are havingdifficulty generating all 5 Ws for each situation, theinstructor could limit the W questions per session (forinstance, only focus on the Who questions for aparticular session until participants are comfortable with Who and then add Where questions).

Example 3: Provide a solution for a stated problem by playing “What Should I Do?” Game.

Instructor selects a variety of “problem cards” for learners to use. Instructor places thecards face down on the table and each learner selects one card. Going around the circle(table), each learner first reads his/her problem situation from the card and then asks eachgroup member to offer a solution to the problem. The card holder then selects one of thesolutions offered and gives two reasons for selecting the solution. A point is awarded tothe participant who gives the selected solution and another point is awarded to the cardholder if he/she is able to give two reasons for selecting the solution.

On the next 6 pages are problem cards which can be printed on both sides. This willprovide learners with a two-sided card with a “What Should I Do” graphic on the back ofeach card.


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I have the flu. Iam supposed to goto work today.What should I do?

My dog is crying atthe patio door. Ijust got home fromschool and I amhungry. Whatshould I do?

I found a wallet onthe seat of the bus.No other passengersare on the bus.What should I do?

I forgot to ring thebell on the busbefore my bus stop.We just passed mystop. What shouldI do?

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I want to go to thedance with a girl inmy group. Whatshould I do?

I have to go to mygrandmother’s housewith my family fordinner tomorrowevening. I had madeplans to go to amovie with my friendtomorrow. Whatshould I do?

My friend has a bitof chalk on hersweater. Shedoesn’t see thechalk. What shouldI do?

One of the people atmy work table issaying mean thingsabout anotherperson at our table.What should I do?

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I need to go on ashort break duringmy work shift. Mylunch is not foranother hour. Whatshould I do?

I forget what timemy supervisor toldme that I amscheduled for mylunch. Theschedule is in thesupervisor’s office.What should I do?

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Answer:

A variety of suitable responses would be correct for the above situations. The instructorshould keep learner personal safety in mind for each selected response and should clarifyany unsafe solutions offered by participants, especially if the solution is selected by thecard holder.

T I PStudents should be familiar with the 5 W questions(Who, What, Where, When, Why and How) beforeplaying this game. It would be best if problem cardswere written to address real problems the group mayface but the sample cards are generic in nature so canbe used with most learner groups. If you arediscussing particular environments (leisure situations,work situations, personal safety situations) tailor the problem cards to situations related to the environment.


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• Demonstrate knowledge and understanding of ordinal language.• Demonstrate ability to state personal opinions and needs.

Example 1: Demonstrate knowledge and understanding of ordinal language.

Instructor will provide the learner with a set of cards (shuffled) to put in order usingordinal number. Learner will then match the word phrase to the numerical representationcard of ordinal numbers.


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Ordinal Phrase Cards

First Second

Third Fourth

39


Fifth Sixth

Seventh Eighth


40

Ninth Tenth

41


Ordinal Number Cards

1st 2nd

3rd 4th


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5th 6th

7th 8th

43


T I PThe instructor may consider pointing out to learnershow the suffixes are similar in both the numerical andword phrases. Point out how the first, second and thirdphrases are different than the fourth, fifth etc. but thatthe relationship with the numeric suffixes does hold forall numeric representations. This may help the learnersremember the ordinal phrases.

To increase the difficulty of this activity, the instructorcould ask the learner to list the ordinals from most toleast; to begin the order in the middle, “starting fromthird, list the next three ordinals”. Further, the instructorcould relate the ordinal phrases to the calendar, “Whatis the third day of the week?”, “What is John doing onthe third Friday of October?”; “What is the date of thesecond Tuesday of October?”.

To increase the interactivity of the activity, theinstructor may consider using an interactive white board and invite learners to come to the board to match word “cards” (numeric to word phrases).

9th 10th


Answer:

Ordinal phrases in order from least to most:

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First

Second

Third

Fourth

Fifth

Sixth

Seventh

Eighth

Ninth

Tenth

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Ordinal phrases matched to ordinal numbers:

First

Second

Third

Fourth

Fifth

Sixth

Seventh

Eighth

Ninth

Tenth

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th


Example 2: Demonstrate ability to state personal opinions and needs.

Instructor selects a variety of “situation cards” for learners to use. Instructor places thecards face down on the table and each learner selects one card. Going around the circle(table), each learner first reads his/her problem situation from the card and then asks eachgroup member to offer an oral response to the situation. The card holder then selects oneof the responses being offered and gives two reasons for selecting the response. A pointis awarded to the participant who gives the selected response and another point isawarded to the card holder if he/she is able to give two reasons for selecting the response.

Instructions: On the next 6 pages are problem cards which can be printed on both sides.This will provide learners with a two-sided card with a “What Should I Do” graphic on theback of each card.

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I am so tired all thetime and I think it isbecause I am doingtoo muchvolunteering. Whatshould I say to mysupervisor?

I am uncomfortablein my volunteeringuniform. I think itis too small. Whatshould I say to mysupervisor?

I am afraid when myswim instructorasks us to jump offthe diving board.What should I sayto my instructor?

I forgot my librarycard today. Whatshould I say to theclerk at the checkout counter?


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I need to break adate with my friend.What should I sayto my friend?

I need help scanningmy swim card at theregistration desk.What should I sayto the desk clerk?

I forget how toturn on the videogame. What shouldI say to my friend?

I am afraid when myfriends speak andlaugh very loudly.What should I sayto my friends?


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I forgot my walletat home and I can’tpay for my lunch.What should I sayto my friends?

I need a ride homefrom the mall today.What should I sayto my friend’s momwhen she drops usat the mall?


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Answer:

A variety of suitable responses would be correct for the above situations. The instructorshould keep learner personal safety in mind for each selected response and should clarifyany unsafe solutions offered by participants, especially if the response is selected by thecard holder.

T I PStudents should be familiar with the 5 W questions(Who, What, Where, When, Why and How) beforeplaying this game. It would be best if situation cardswere written to address real problems the group mayface but the sample cards are generic in nature so canbe used with most learner groups. If you arediscussing particular environments (leisure situations,work situations, personal safety situations) tailor the problem cards to situations related to the environment.



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• Use multiplication to solve a problem.• Calculate sum given two-step problem.

Example 1: Use multiplication to solve a problem.

Instructor will provide a visual model for the learner to organize information in order tosolve a mathematical computational problem.

Number of Apples Cost of Number Calculate One Apple Sentence Total

.10c 1 x .10 = ____ Total = _____

.10c ___ x .10 = ____ Total = _____

.10c ____ x ____ = ____ Total = _____

.10c ____ x ____ = ____ Total = _____

.10c ____ x ____ = ____ Total = _____


T I PInstructor can provide several different work systemsfor different levels of abilities and complexity ofproblem. Note in “number sentence” column,information can be provided to assist the learner orinformation can be left out if the learner has mastereda particular pattern. Placeholders can be used as aguide for learners as well (see column “numbersentence”). Instructor can change the “cost of oneapple” (or any object used) to increase the complexityof the activity. Similarly, the instructor can make theactivity less complex by changing the “cost of oneapple” to a whole number (5, 10) to avoid the use ofdecimal numbers. In addition, the activity can bemodified to a repeated addition problem if the learner is not learning multiplication (.10 + .10 + .10 + instead of 3 x .10 =)

Answer:

Number of Apples Cost of Number Calculate One Apple Sentence Total

.10c 1 x .10 = .10 Total = .10

.10c 2 x .10 = .20 Total = .20

.10c 3 x .10 = .30 Total = .30

.10c 4 x .10 = .40 Total = .40

.10c 5 x .10 = .50 Total = .50

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Example 2: Calculate sum given two-step problem.

Instructor will provide a visual model for the learner to organize information in order tosolve a two-step mathematical computational problem.

Lunch Order Cost of One Number Sentence Calculate Each

one apple .10c 1 x .10 Total = _______

one sandwich $1.65 1 x 1.65 Total = _______

two cookies .75c 2 x .75 Total = _______

Add Totals _______ + _______ + _______ = _______

T I PInstructor can make increasingly difficult problemsheets for learner to master. Leaving the numbersentence column blank would also increase thecomplexity of the activity, as the learner would need tocompose the number sentence from the informationgiven. Eventually, generalize this information (forinstance use the late fees charged at the library, thevideo store or other situations where multiple levels ofproblem solving could be involved in the learners dailylife). Inversely, if the learner cannot master decimals(money values), the instructor can use whole numbers. If learners cannot calculate solutions using multiplication, the instructor can convert multiplication to repeated addition number sentences.


Answer:

Lunch Order Cost of One Number Sentence Calculate Each

one apple .10c 1 x .10 Total = .10

one sandwich $1.65 1 x 1.65 Total = 1.65

two cookies .75c 2 x .75 Total = 1.50

Add Totals .10 + 1.65 + 1.50 = $3.25


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Skill-BuildingActivities:• Sort activities according to • greater than (>) 100 or less than • () 100 or less than (

Essential Skills TasksCurriculum ExpectationsCourse(s)

Ontario Curriculum – Essential Skills Linkages: Managing Your Leisure Time

The course and curriculum expectations linked to each Essential Skills task are shownbelow. Sample skill-building activities have also been identified.

Students who meet the curriculum expectations below will also have demonstrated theEssential Skills at the level indicated. If students do not meet the curriculum expectationsbelow, teachers can prepare students by scaffolding learning. Begin where students are:with the Skill-Building Activities or Essential Skills Tasks.

Task 1The Fall Schedule for the localrecreation centre has arrived.John would like to go swimmingat least twice a week during theafternoon but does not wantswimming lessons.a) Look at the Recreation Centre

Fall Schedule. Highlight thedrop-in swimming hours thatare in the afternoon.

Document Use ②

b) Look at John’s PersonalCalendar. Enter the times inJohn's calendar for each weekthat John is able to goswimming.

Document Use ②

Data Analysis ①

Scheduling, Budgeting andAccounting ①

PR3.02X – demonstrate practicalskills required for meeting theirown and their family’s food,clothing, health and security, andhousing needs (e.g., accessingOHIP; securing medicalattention or emergency serviceswhen needed; planning andpreparing a meal; mending agarment; cleaning a room)

Individual and FamilyLiving, Grade 9 or 10,Open (HIF 10/HIF 20)

DRVV.01 – develop reading andviewing strategies to understandand make connections with textsthat are part of school,workplace, and everyday life;

DRV1.02 – preview the featuresand organizational patterns ofprint and non-print text, usingappropriate strategies (e.g., useskimming and scanningtechniques, identify signal orunfamiliar words);

DRV1.03 – connect with thecontent by using appropriatestrategies (e.g., look for bold/highlighted words; preview avisual component of a scienceor math text such as a graph,table, diagram, or chart and askquestions about what mayfollow; use a title or headline toanticipate the content).

Locally DevelopedCompulsory Credit,English, Grade 9(ENG 1L)

Skill-Building Activities

• Sort activities accordingto AM (morning) and PM(afternoon)

• Read a weekly calendarstrip in order to indicatethe time of day (morningor afternoon) that thelearner already has ascheduled activity.

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Task 2John would like to go swimmingbut is not sure if he can afford it.John earns $1,200 per month.John pays $675 on rent, $250 ongroceries, $50 on transportation(Bus Pass) and $100 onmedication. a) If John pays $39 per month to

use the swimming pool howmuch money will he have leftfor the month?

Measurement and Calculation ①

b) The cost per month to swim is$39 and the cost per year is$420. Compare the monthly andannual cost to use theswimming pool. How muchwould John save if he pays forthe full year rather than themonthly price.

Measurement and Calculation ①

PR3.02X – demonstrate practicalskills required for meeting theirown and their family’s food,clothing, health and security, andhousing needs;


DMSV.01 – interpret, write, andround decimal numbers withunderstanding in everydaymoney situations;

DMS1.10 – identify differentcombinations of coins and billsthat would result in a givenamount of money (e.g., What arepossible ways to make $27.48,using coins and bills?)

Locally DevelopedCompulsory CreditCourse, Math, Grade 9 (MAT 1L)


• Sort activities accordingto greater than (>) 100 orless than (



Task 3John and his friend Joan playvideo games every Fridayevening. However, this weekJohn has another appointmenton Friday evening and won’t beable to play. John will need tocall Joan to let her know theymust cancel Friday evening.Record a message to Joan. Oral Communication ①

DLTV.02 – use talk to developthinking skills in small and largegroup interactions;

DLT2.03 – use talk to solveproblems, draw conclusions,confirm predictions, makejudgments about a specific topicor idea (e.g., respond to a stop-and-go viewing of a film;discuss the implications of acurrent news or sports event;state the steps followed in aninvestigation or experiment; usestatistics data to describe atrend; respond fully to teacher-posed questions).

DLTV.03 – contribute ideas andconverse while participating inclassroom activities;

DLT3.01 – engage in dailyconversations (e.g., answerquestions, generate ideas, relaya telephone message);

DLT3.02 – communicate orally,using appropriate vocabulary(e.g., to exchange information,support opinions, solveproblems, make decisions,explain procedures, givespecific examples, describe anevent).


PR3.02X – Demonstrate practicalskills required for meeting theirown and their family’s food,clothing, health and security, andhousing needs;



• Sort formal or informalintroductions using a T-chart organizer

• Ask 5 W questions for astated situation byplaying the “5W Game”

• Provide a solution for astated problem by playing“What Should I do?”game.

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Task 4John volunteers every Fridayfrom 2 p.m. to 4 p.m. John isfinding that difficult every weekand would like to volunteer in thefirst and third Friday of themonth. Look at John’s calendarfor November and December.Enter the information into thecalendar. Document Use ②

DLTV.01 – use listening skills toparticipate in formal and informalclassroom discussions;

DLT1.03 – listen for specificpurposes (e.g., to follow oralinstructions, to receiveinformation, to detect bias, toappreciate a work).



• Demonstrate knowledgeand understanding ofordinal language

• Demonstrate ability tostate personal opinionsand needs.

Task 5John has three library books thatare overdue. Two of the booksare 1 week late and the thirdbook is 2 weeks late. The costfor each day that the books arelate is 10¢. Calculate the totallate charge for all 3 books. Measurement and Calculation ①

DMSV.01 – interpret, write, andround decimal numbers withunderstanding in everydaymoney situations;

DMS1.10 – identify differentcombinations of coins and billsthat would result in a givenamount of money (e.g., What arepossible ways to make $27.48,using coins and bills?)

Locally DevelopedCompulsory CreditCourse, Math, Grade 9 (MAT 1L)

• Use multiplication tosolve a problem

• Calculate sum given two-step problem.

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