# Lesson Title: Grocery Store Wars

Shared by:
Categories
Tags
-
Stats
views:
4
posted:
9/16/2012
language:
Unknown
pages:
8
Document Sample

```							Florida Food Round Up!                                                                    1
Lesson and Attachments
Florida Food Round Up!
Sarah R. LaBombard-Wright
Shalimar Elementary, Shalimar, Florida

Sunshine State Standards Benchmark:
 MA.5.2.2 – Add and subtract fractions and decimals fluently and verify the
reasonableness of results including in problem solutions.
Common Core Math Standards:
 MACC.5.NBT.2.7: Add, subtract, multiply, and divide decimals to hundredths,
using concrete models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.
 MACC.6.NS.2.3: Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation.
Goal and Objective: Students will be able to add and subtract decimals given the real
world task (authentic) of buying groceries while staying within the confines of a budget.
Materials:
 “Name Brand” and “Store Brand” Grocery List. Provide one for each student and
one for the teacher.
 Journal Prompt (see attachments). Provide one for each student.
 Self-Assessment Checklist (see attachments). Provide one for each student.
 Timer or clock (visible to the entire class).

Estimated Time: This lesson should last for 45 minutes to one hour.
Motivation: Most families must buy food and household items that they will need every
few weeks. Instead of randomly throwing things into a shopping cart and paying
whatever the total is, many families must stick carefully to a predetermine budget to buy
all of the items they need. A helpful way to make sure that you are able to buy
everything that they need is to use a list that is written before they go shopping. Florida
families must also determine if they will purchase “name brand” or “store brand”
products. Today, students will practice using a grocery list with a predetermined budget
as they add and subtract decimals.
Lesson Procedure:
 The teacher will gather all materials in advance.
 Next, the teacher will tell the students the benchmark, objective, and motivation
for the lesson. The SSS benchmark may be displayed on the board (see
attachments).
 Additionally, the teacher will inform the students the reason why they will
participate in this lesson: “As many of you are aware when you go to the grocery
store there are many choices to make about the items you will buy. Some items
are “brand name” items and others are what are called “store brand” or “generic”
items. Generally, “name brand” items cost more than “store brand” items. Many
times the same manufacturer makes both products and then they are put into
different packaging: the “name brand” and the “store brand”. Even though the
items are not so different, many people have favorite “brand name” products that
they use all the time rather than the “store brand” products. These might be their
Florida Food Round Up!                                                                    2
Lesson and Attachments
favorite products or a special treat. Take this time to ask a few students to share a
favorite “brand name” product that their family buys at the grocery store with the
class. However, many families must stick to a pre-written list and a budget when
they shop. To be able to purchase everything that they need from the list, they
must make decisions on whether to choose “brand name” or “store brand”
products. Some families choose to buy all “store brand” products in an effort to
save the most money. Other families may buy mostly “store brand” items, but as
mentioned before, buy a few favorite “brand name” items. Still, other families
may not buy any “store brand” items and choose to buy the “brand name” items
instead. It all depends on what is on the list, the preferences of the family
members, and how much money is in the shopping budget. Today you will be
given a grocery list with choices for “brand name” and “store brand” items. You
will choose which items to purchase based on the following criteria: you must
purchase everything on the grocery list and you may not go over your budget by
even \$0.01, and you must purchase at least five (5) “name brand” products. You
will work as teams or “families” to determine which items will be “name brand”
or “store brand”. Keep a running total of how much your family is spending.
You may have to make changes to your initial decisions. The skills learned in this
lesson today will help you to make wise choices at the grocery store, just like
thousands of Floridians do everyday.”
   The students will be separated into groups (mixed ability levels).
   The teacher will preview relevant (based on students’ prior knowledge)
vocabulary with the students.
   The teacher will distribute the Grocery Lists with budgets.
    The teacher will instruct students to designate roles for each member of the team:
Grocery Wrangler (insures that all items have been purchased, including the five
(5) “brand name items, using “We’ve Got It” column on grocery list), Fact
Checker (checks that everyone has added and subtracted correctly, and that totals
are the same across the group), Time Management Specialist (makes sure that
their group stays on task, not wasting valuable activity time), Motivator (keeps the
group’s spirits up, is encouraging to team members during the activity,
compliments outstanding work), Materials Maverick (makes sure that the group
has all necessary materials throughout the task), Spokesperson (explains how
group came to their total and the rationale for the items that were chosen), Scribe
(writes the explanation, for the Spokesperson).
   Students are asked to try to complete the activity within thirty minutes. Extra
time will be given for groups who have not finished at that time. The Time
Management Specialist will keep the group on task.
   During the activity the teacher will circulate throughout the groups to scaffold
where needed.
   After the thirty minutes is up, the teacher will say, “Thirty minutes has passed. If
your group has not finish, please continue to work. You have another five
minutes.
   When all groups have finished and the teacher has checked their totals, the
Spokesperson from each group will present their strategy to the class.
Florida Food Round Up!                                                                      3
Lesson and Attachments
   Following the presentations, the students will complete the self-assessment and
journaling activities.

Extensions: As students complete the activity they will be directed to write a reflection
would you have done to be able to meet the budget amount? Several students may share

Assessment: The teacher will conclude the lesson by having students complete a self-
assessment checklist. The self-assessment, journal, and grocery list with totals will serve
as assessments to prove that students have met the lesson objectives.
Modifications:
 ELL: Illustrations of food items may be added next to the names of items on the
Grocery Lists with Budgets. Additionally, a student dictionary may be used to
label the food items in the student’s native language.
 Technology: Students may make their own shopping lists and budgets using word
processing programs.
 Gifted: Gifted students may make software presentations of the Florida Food
Round Up! process. They may make a presentation of their final product to the
class. The presentation must include their solution to the journal prompt.
Florida Food Round Up!                                                            4
Lesson and Attachments

Grocery List with Budget
Taxed items already include the tax amount in the price. Budget: \$80.00

We’ve     Grocery Item                  Name Brand        Store Brand     Total
got it!
XL Canister of Cat Litter     \$9.20             \$7.33
3 Pack Paper Towels           \$3.12             \$1.84
45 Load Laundry Detergent     \$6.45             \$5.87
2 Ruby Red Grapefruits                          \$2.56
3 LBS Bananas                                   \$2.31
Special Sale: 2 packages of                     \$2.00
tomatoes, 3 per package
1 Small Red Onion                               \$0.53
1 Bunch of Green Onions                         \$1.22
1 Red Bell Pepper                               \$2.48
2 Green Bell Peppers                            \$1.76
1 Dozen Bread Rolls           \$5.31             \$2.24
1 Package 10” tortillas       \$2.10             \$1.26
Package Mix “Sweet and        \$4.42             \$2.95
Sour Chicken”
Case of bottled water 24/     \$10.55            \$3.98
20oz bottles
1 package frozen corn on      \$2.12             \$1.58
the cob
1 package blended shredded    \$3.02             \$1.98
cheese
1 box tea bags                \$2.28             \$1.50
Six bagels                    \$2.10             \$1.18
One dozen large eggs          \$2.15             \$1.86
1 Gallon 2% Milk              \$4.15             \$3.98
1 Large jar of salsa          \$3.98             \$2.10
(medium or hot)
1 can large olives            \$1.54             \$1.16
1 can chicken broth           \$0.97             \$0.88
Taco seasoning mix            \$0.65             \$0.50
6 pre-packaged chicken        \$4.35             \$3.63
drumsticks
2 LBS Ground Turkey           \$3.35             \$2.24
1 LBS (31/40 count) shrimp    \$10.00            \$7.76

1 package cream cheese        \$1.55             \$1.34
1 tube toothpaste             \$2.64             \$2.35
1 LB Bag of jasmine rice      \$3.45             \$3.13
Florida Food Round Up!                                                   5
Lesson and Attachments
Self -Assessment Checklist

Objective                          Yes   No
1. I helped my group make decisions about which items to
purchase.
3. I kept track of what my group purchased on my copy of
the grocery list.
4. I added the decimal prices of items to find a total.
5. I subtracted the amount of the total from the budget to
find the amount of remaining money.
6. My answers matched those of my other group members.
7. My group members and I had to check our math before
we could come to an agreement on our answer.
8. I reflected in my math journal.
9. I shared my journal entry with the class.
My job title within the group was:
Florida Food Round Up!        6
Lesson and Attachments

Math Journal Prompt

you have done to be able to
meet the budget amount?
Several students may share
Florida Food Round Up!        7
Lesson and Attachments

Sunshine State Standard

subtract fractions and
decimals fluently and verify
the reasonableness of
results including in
problem solutions.
Florida Food Round Up!                   8
Lesson and Attachments

Common Core Math Standards:

multiply, and divide decimals to
hundredths, using concrete models or
drawings and strategies based on
place value, properties of operations,
and/or the relationship between
strategy to a written method and
explain the reasoning used.

subtract, multiply, and divide multi-
digit decimals using the standard
algorithm for each operation.

```
Related docs
Other docs by HC120916121722
lesson plan
POWER GENERATING DAMS ON THE PETAWAWA RIVER