Designing a Learning Experience
The Blueprint
Names: Jennifer Marion & Frances Takemoto
Project Title: My Restaurant
Project Essential Question: How can we portray a specific Latino/Latina through or in a
restaurant setting?
Lesson Title: Recipe Money Managing
Grade: 4th
Subjects: Math, Language Arts
Duration: Day 1 – 55 minutes; Day 2 – 55 minutes
Purpose of the Lesson
Connection to Global Mini Project
The order of our Global Mini Project is as follows:
1.
2.
3.
4.
Entry Event
Demographics of Maryland - Latino/a
Country Research
Restaurant Making Process
a. Name of Restaurant
b. Description of Restaurant
c. 10 Recipes
d. Description of Dish
e. Menu
5. Feel of the Restaurant
a. Outfits
b. Music
c. Layout
d. Recipe Money Managing
6. Exit Event
This lesson experience falls under the “Feel of the Restaurant.” In the outline of our
project, this lesson plan is “Budget for Dish.” This lesson is based off one of the ten
recipes the students researched about their Latino/Latina country.
Curriculum Alignment – Standards
English Language Arts Standards Alignment
Cluster: Range of Writing
W10 CCR Anchor Standard
W10 – Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Mathematics Standards Alignment
Number and Operations in Base Ten
Cluster: Generalize Place Value Understanding for Multi-Digit Whole Numbers
4.NBT.2 – Read and write multi-digit whole numbers using base-ten numeral, number
names, and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place using >, =, < symbols to record the results of comparisons.
Objectives
1. By researching prices of ingredients from different stores, the learners will fill out
a spreadsheet to compare two multi-digit numbers.
2. By reflecting on this lesson, the learners will describe their feelings about the
lessons connection to real life to write for shorter time frames for a specific
purpose.
Knowledge


Multiplication, Addition, and Subtraction
Number Lines
 Research
Skills/Process








Research Prices
Utilize Greater Than, Less Than, or Equal To Symbols
Placing Numbers on Number Line
Compare Prices
Find Discount Price from Coupons
Reflect on Experience
Communicate Opinions
Collaborate
Understanding (Big Ideas)


Calculating Discounts
Comparing prices
Dispositions/Habits of Mind




Questioning and Problem Posing
Thinking and Communicating with Clarity and Precision
Thinking Interdependently
Remaining Open to Continuous Learning
Assessment:
Students will use individual white boards to show their steps in calculating the discounted
price from using the coupons. The students will show all addition, multiplication, and
subtraction steps. This will be a formative assessment. The students will complete the
Recipe Spreadsheet handout. The whole sheet needs to be filled out with all the items the
students would need for their recipes listed and the prices from each store included. The
Compare the Prices worksheet will be completed after Recipe Spreadsheet handout and
the students will use correct symbols to compare the prices from the different stores. At
the end of day two, the students will complete the journal entry as a closure.
Product/Records to be Assessed
Compare the Prices Worksheet
Journal Entry
Evaluation Criteria
Use correct symbols – greater than, less
than, or equal to – to compare the prices
from the different stores.
By reflecting on this lesson, the learners
will describe their feelings about the
lessons connection to real life to write for
shorter time frames for a specific purpose.
Learning Experience
Vocabulary
1.
2.
3.
4.
5.
6.
7.
Calculate: Find the amount using math skills.
Multiply: Increase a number a certain amount of times.
Add: Total of combing two number.
Subtract: Take one number away from another.
Compare: Note the sameness or difference.
More Than: Bigger
Less Than: Smaller
Instructional Material and Supplies
Chalkboard/Chalk – main board in room and at least 5 pieces of chalk
Store Logo Print Outs – 8 ½ x 11, one copy of each logo
Recipe Spreadsheet Handout – one per student *(attached at end)
Compare the Prices Handout – one per student *(attached at end)
Individual White Boards – one per student
Dry Erase Markers – one per student
Student Journal – each student should have their own
Writing Instrument – each student should have their own
Local Newspapers (Find newspapers that have prices of ingredients from local
stores) – one per student
10. Coupons – three per group
11. Grocery Bag – one to hold the ingredients for launch
12. White Rice
13. Black Beans
14. Eggs
1.
2.
3.
4.
5.
6.
7.
8.
9.
Technology
1. Computer – one per pair
2. Internet
Resources
1. Walmart Logo:
http://upload.wikimedia.org/wikipedia/commons/thumb/7/76/New_Walmart_Log
o.svg/2000px-New_Walmart_Logo.svg.png
2. Safeway Logo: http://supermarketnews.com/sitefiles/supermarketnews.com/files/uploads/2011/11/safeway_logo.jpg
3. Wegman Logo: http://therochesterian.com/wpcontent/uploads/2011/12/wegmansbrownlogonew20brown2008.jpg
4. Giant Logo: https://www.ezpassmd.com/en/images/logo_giant2.jpg
5. Costco Logo:
http://www.raceforasoldier.org/sites/default/files/Costco%20large_0.png
Day 1
55 minutes
Event
Procedure/Activity; Questioning Strategies; & Management Considerations
Launch (5
Minutes)
The teacher will have logos for Walmart, Safeway, Giant, Costco, and
Wegmans printed out and hanging on the front board. The teacher will place
white rice, black beans, and eggs in a grocery bag. Once the students are
settled at their seats, the teacher will say “I need someone to help me unload
my grocery bag. Who wants to take out an item?” The teacher will go to a
student and have the student pick one item out of the bag. “Please tell the
class what item you have.” The student will then say the item they pulled
out. “Talk to your shoulder partner and think about how much (say the item
the student pulled out) would cost at each of these stores on the board. We’ll
share our ideas in 1 minute.” After a minute, the teacher will call on
students and ask for what they thought the price would be at one of the
stores listed. “Who wants to pull out the next grocery?” This process will be
repeated with the remaining two items in the bag. The teacher will ask the
students “Do you notice any patterns?” After, the teacher will point out any
other patterns he/she notices. For example, all the students thought Safeway
would cost the most for all three ingredients. The teacher will question the
students about the pattern by asking, “Why do you think this pattern (the
teacher can say the specific pattern or say pattern in general) occurred?”
The teacher will call on students to discuss this answer. “So it looks like
each store may give us a different price for the same item. Can anyone think
of any local stores that you and your family shop at that we could add to the
list of stores? Do you think these items will be cheaper at the local stores
Why do you think this is the case? Do you think they are more authentic and
taste better? Why do you think that?” The teacher will call on students and
list their suggests they have.
Explore
(30
Minutes)
The teacher will hold up the Recipe Spreadsheet. The teacher will say,
“Work with you partner to fill out this spreadsheet. You will list the
ingredients you need to look up in the column titled ‘Ingredients.’ The
teacher will point to the column. As you find prices for the ingredients, you
will write what the price is under that stores column. For example, I found
that bananas at Walmart were $3.75, so under Walmart and at bananas I
would write $3.75. The teacher would point to the sheet as he/she explains.
“At the end total all the prices in that column.” The teacher will hold up the
Compare the Prices worksheet and say, “Under each store write the total
price you calculated from the Recipe Spreadsheet. Decide whether the price
is more than or less than the other. For example, Walmart’s total price was
$31.78 and Safeway’s total price was $52.31. I would write $31.78 under
Walmart and #52.31 under Safeway. I would say to myself $31 is less than
$52, so I would put the less than symbol where it says Symbol.” The teacher
would point to the worksheet as he/she says this. “The Recipe Spreadsheet
will be here and the Compare the Prices worksheet will be here.” The
teacher will hold each worksheet up as she/he says that so the student’s
know where to get the worksheets. The ingredients list was prepared in a
previous class and has the quantities of each ingredient that would be
needed to prepare the dish for the whole class.
“Sit with your partner and take out your ingredient list for the one recipe
you chose, so you can find the costs of each ingredient. Have one partner
come and get these two worksheets ‘Recipe Spreadsheet’ and ‘Compare the
Prices’. Make sure he or she grabs one for each of you.”
Students will use the internet to explore and compare prices for the
ingredients needed for their recipe. This skill to look up store prices will be
demonstrated in a previous class.
“With your partner, use the internet or local newspapers to find the prices
of the ingredients you need and record your findings in the chart on the
‘Recipe Spreadsheet’ worksheet. Once you’re done fill out the ‘Compare the
Prices’ worksheet. Go ahead to your assigned computers. You will have 25
minutes.”
The teacher will walk around while the students are working to see if they
need any additional help. In addition, the teacher will ask partners questions
to get them thinking. Some questions will be the following: Which websites
have been useful for you and why? Are the prices hard to find on the
website? Why?
Present
(15
Minutes)
“Let’s have about 5-6 pairs of partners share out their findings with the
class. Here are some questions to consider (Teacher will write them on the
board)“What stores did you find good deals at? Were you able to easily find the
ingredients that you needed at most of the stores? WHY did we look up the
various prices of ingredients? How does this apply to real-life situations?”
The teacher will say the questions as he/she writes them on the board.
The teacher will call on 5 partner volunteers and have them share their
findings/experience.
Closure (5
minutes)
The teacher will facilitate a discussion.
“After you have completed your Recipe Spreadsheet and Compare the
Prices worksheet, what types of professions would require you to be
proficient in comparing and researching food prices in large bulks?”
The teacher will call on students. The teacher will come up with new
questions based on what the students are saying.
“Turn to a partner and discuss a list of professions or events tat would
require you to apply the skills you learned today. Do you think you will ever
use these skills in the future?”
“Let’s have some people share what they discussed.” After 3 minutes, the
teacher will call on students to share their thoughts.
Day 2
55 minutes
Launch (5
minutes)
“Raise your hand if you have ever seen someone used a coupon. A lot of you
have seen a coupon used. Let’s have our class divide into 4 or 5 students per
group. Once you are in your groups, I will be handing out each group
different coupons I found from various sources. I will also be handing out
post it notes. As a group, record the information provided on the coupon
and discuss what is similar and different about each coupon.”
The students will arrange in their groups of 4 or 5 and record their post it
notes all of the provided on coupons provided, including percent off, dollar
amount off, expiration date, special exceptions, etc.
Once students are done writing, they will come up to the board and post
their notes.
Present
(10
minutes)
“You all noticed some important components in the coupons. Now let’s take
a look at how we would use the coupons to see how much we would save.”
The teacher will do the following example on the board.
“Let’s use this coupons for black beans. It says 20% off your purchase of
any bag of black beans. We need to know the original price of the black
beans, which was $3.45. Next, we need to figure out what 20% of the
original price is. Let’s look at why we do this next. 20% is the discount
price. When we have 20% of a number it means multiplication, but we can’t
just multiply $3.75 by 20% because it’s still in a percent. Who members
from a couple of classes ago how we fix this problem?” The teacher will call
on students. The teacher will ask questions if the students do not remember
how. Questions would include: What do we want to change the percent
into? A fraction? (no) A mixed number? (no) A decimal? (yes) How do we
change a percent to a decimal? “20% in decimal form is 0.20, Now we can
multiple 3.75 by 0.20.” The teacher would show ALL the multiplication
steps on the board. “We got $0.75. Can anyone share with the class what
this means?” The teacher would call on the students to get their ideas. “You
all are on the right track. It means you would get $0.75 off of the original
price, which means subtraction is next. Let’s take $3.75 and subtract $0.75
from it.” The teacher will show ALL the subtraction steps on the board.
“The last thing is to add the prices up again to see the new total using the
discounted black beans.” The teacher would show the addition steps. “Time
for you to find the discounts on your own!”
Apply (25
Minutes)
The teacher will have the students give a list of ingredients prior to class.
The teacher will find coupons for the items on the list. The store will not
matter because the students can just pretend it is for the store they decide.
“I will be handing out real coupons (3 coupons per group) that I found from
magazines/newspapers/online for the ingredients you need for your recipe. I
will also be handing out whiteboards and dry erase markers to show your
work step by step. You and your partner will calculate the new price of your
purchases at the particular store and ingredient your coupon applies to.”
The students will now practice multiplication, subtraction and addition
skills when calculating their new discounted price after using the coupon.
The teacher will walk around the classroom making sure students are on
task and offer support as needed. The teacher will also be assessing the
students white board and making sure the multiplication, subtraction, and
addition steps are present.
The teacher will draw a number line on the board starting at $0 and ending
at $15.
“Let’s see how much we all saved by marking each partners saving on this
number line on the board. One person from each partner come up and mark
it on the board by writing the amount you saved at the correct location on
the number line.”
Closure
(10
Minutes)
“In your journal, reflect on this experience. Think about these four
questions. Were you surprised by how much you were able to save? Is the
time you took to figure out how much you could save worth the money you
saved? What items would you use this process for? If you owned a
restaurant, why would you or why wouldn’t take the time to get the cheaper
price on your grocery items?”
The teacher will collect the students worksheets completed in class and
check in his or her grade book that they completed it and mark any problems
on the compare the price worksheet that the students need to go back and
fix.
*Additional Resources:
Name: __________________
Date: __________________
Recipe Spreadsheet
Directions: List your ingredients for your recipe under the “Ingredients” column.
Research the price of each ingredient from the different stores and write the price in that
corresponding column. Don’t forget your dollar ($) sign! Total each column at the end.
Ingredients
TOTAL
Walmart
-
Safeway
-
Giant
-
Costco
-
Wegmans
Local Store
-
Name: __________________
Date: __________________
Compare the Prices
Directions: Copy from the spreadsheet the totals from each store. Write the total under
the store name in the box under its name. Then, compare the prices by writing <, >, or =
in the column labeled “Symbol.”
Walmart
Symbol
Safeway
Walmart
Symbol
Giant
Walmart
Symbol
Costco
Walmart
Symbol
Wegmans
Walmart
Symbol
Local Store
Safeway
Symbol
Giant
Safeway
Symbol
Costco
Safeway
Symbol
Wegmans
Safeway
Symbol
Local Store
Giant
Symbol
Costco
Giant
Symbol
Wegmans
Giant
Symbol
Local Store
Costco
Symbol
Wegmans
Costco
Symbol
Local Store
Wegmans
Symbol
Local Store