Lesson+1


 * I. Introduction**

The central focus of this series of lessons is for students to explore the integration of mathematics behind community activities students perceive as fun. In this lesson component, students will look at a mathematical relevance of occupations, educational levels, wages, and applied knowledge that goes into the construction and operation of an amusement venue. They will consider occupations such as architects, managers, mechanics, customer service employees, investors, etc. to better understand the impact that mathematics has in creating and maintaining the venue.

By the end of this lesson, students should be able to:
 * II. Objective**
 * 1) List occupations, which specialize in the development, design, management, maintenance, and/or employment of amusement venues.
 * 2) Determine the level of mathematics attainment education required to acquire certification into these varied occupations.
 * 3) Consider the wages and duration of employment that specific developers/designers/mechanics/managers/employees make working at these venues
 * 4) Understand how mathematics and professional knowledge applies to the varied positions of these venues.

“For hundreds of different types of jobs, the Occupational Outlook Handbook tells you:
 * III. Materials & References**
 * 1) Occupational Outlook Handbook, 2010-11 Edition <[]>
 * The training and education needed
 * Earnings
 * Expected job prospects
 * What workers do on the job
 * Working conditions” (OOH)


 * IV. Sequence of Lesson**
 * 1) Anticipatory Set
 * The instructor will bring in a professional with a S.T.E.M. discipline background to talk about the mathematics involved in the development of particular recreational activities.


 * V. Extension Activities**
 * VI. Assessment**
 * VII. Differentiation**