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Grocery List

Lesson Plan

Grocery List

Grade Levels

4th Grade

Course, Subject

Mathematics
Related Academic Standards
CC.2.2.4.A.1 CC.2.2.4.A.1
Represent and solve problems involving the four operations.
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  • Big Ideas
    Measures can be estimated by using known referents.
    Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute.
    Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified.
    The same number sentence (e.g., 12 - 4 = 8) can be associated with different concrete or real world situations, AND different number sentences can be associated with the same concrete or real world situation.
    There are some mathematical relationships that are always true and these relationships are used as the rules of arithmetic and algebra and are useful for writing equivalent forms of expressions and solving equations and inequalities.
    Mathematical relationships among numbers can be represented, compared, and communicated.
    Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations.
    Patterns exhibit relationships that can be extended, described, and generalized.
  • Concepts
    Base Ten System: Place value - base 10 system to 100,000s place
    Estimation: Products, sizes, distance
    Number Theory
  • Competencies
    Apply increasingly sophisticated strategies to solve multiplication and division problems that include, and go beyond, basic facts and one-digit multiplier problems, using properties of addition and multiplication. Select and apply appropriate strategies to estimate and/or solve a variety of problems, including problems involving addition and subtraction of decimals and of fractions with like denominators.
    Recognize that a whole number is a multiple of each of its factors.
    Represent and solve problems verbally as equations.
    Use factors to represent numbers in various ways.

Rationale

Vocabulary

  • Budget: A budget is a plan for how much money will be spent on a certain thing
  • Expense: An expense is something you need to spend money on.
  • Balance: A balance is the amount of money you have left over after you spend some.  

Objectives

  • Students will use their knowledge of adding and multiplying decimals to create a grocery list and fill out a budget sheet to plan a dinner for 4 people

Lesson Essential Question(s)

How are relationships represented mathematically?
How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How is mathematics used to quantify, compare, represent, and model numbers?
  • How do you add money (involving decimals)?
  • How do you multiple a decimal by a whole number?
  • What is the importance of staying within a budget?
  • What is the importance of having a budget?

Duration

two 40 minute class periods

Materials

  • Pencil
  • Grocery price list
  • Budget sheet
  • Filled out teacher budget sheet

Suggested Instructional Strategies

Instructional Procedures

  1. The teacher will have students brainstorm what kind of meal they might prepare for dinner for 4 people. The dinner must include an item from each of the food groups: dairy, fruit, vegetable, grains, protein. The teacher will list items under each category as students suggest them or additional items not named that could be used.
  2. The teacher will tell the students they are going to have the chance to plan the dinner with a partner. The teacher will tell students that in order to buy the food to prepare the meal they will need money and must keep within a budget. The teacher will review vocabulary at this time.
  3. The teacher will review adding and multiplying money by creating several problems of each type and having students respond on white boards. The teacher will informally assess students by observing the responses on white boards.
  4. The teacher will assign each student a partner and each pair of students will be provided with a grocery price list and a budget sheet. The students will work to construct the grocery list of items they will need and complete the budget sheet. The teacher will continue to informally assess students through observation as she circulates.
  5. When the students have completed the grocery list and budget sheet, the teacher will provide students with a filled out but not complete budget sheet. The students will complete the budget sheet and determine if the teacher is able to buy more or must take something off his/her grocery list.
  6. The teacher will collect the completed teacher’s budget sheet as assessment of student work.  

Formative Assessment

  1. Formative assessment of student responses to adding and multiplying decimals on white boards.
  2. Formative assessment of students as they work with a partner to complete a grocery list and budget sheet.
  3. Summative assessment of students’ completed budget sheet. 

Related Materials & Resources

Author

Gabrielle Pratz

Date Published

April 15, 2015
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