Please outline the following for each lesson
Does It Make The Grade?
Choosing the Best Supplier
Background
Lesson Stage
Introductory.
Intended Audience
Adult Basic Education, no prior knowledge is required.
Designer’s Name & Contact Email
Lynda Willett lwillett@qcc.mass.edu
Goals & Focus
General Topic
Calculating and comparing number data.
Central Questions/Overall Purpose/Key Content Ideas/Skills Taught in this Lesson
How do you calculate and compare numbers, prices and data?
Students will be able to manipulate fractions, decimals and percentages. Also contrast and compare pounds and ounces to kilograms
and grams.
Lesson Duration
This lesson is designed for a 90 minute block of time.
Related Learning Standards
3N-3.12, 4N-1.5, 4N-1.6, 4N-1.9, 4N-1.11, 4N-3.3, 4N-3.4, 4N-3.9
Intended Learning Outcomes
DEMONSTRATE UNDERSTANDING
By the end of this lesson students will be able to explain, describe, etc. (or insert another active verb here)…
This may include facts, names, dates, places, information, and/or vocabulary.
Please outline the following for each lesson
Understand fractions and decimals.
Understand how to calculate percentages.
Understand the differences between pounds and ounces and kilograms and grams.
DO
By the end of this lesson students will be able to….
Manipulate fractions into decimals and work out percentages. Be aware of how to convert pounds and ounces into kilograms and
grams.
APPLY
By the end of this lesson students will thus be able to….
Make accurate calculations and decisions based on mathematical and numerical fact, not conjecture.
Assessment/Demonstration of Competencies
Correct answers to each scenario presented to students.
Implementation
Pre-Assessment
Students will discuss past purchasing experiences and the problems they encountered. Also, students will discuss with teacher any
previous math education they may have had. Also, the students can discuss whether they have studied fractions, decimals or
percentages before.
Resources & Materials
Teacher – whiteboard and pen
Students – pen, paper, iPad or computer
Activities Plan
Scenario One (20 minutes)
You are the purchasing agent for a company that is going to make personalized pizzas for birthday parties. The
customers will be able to order the pizzas directly from you. You now have to work out the best purchasing deal possible
for the pizzas.
BERNIE’S
Cheese
2,000 lbs
$3.05 per lbs
Pepperoni
1,500 lbs
$2.92 per lbs
Pineapple
1,000 lbs
$3.08 per lbs
Please outline the following for each lesson
CHRISTIE’S
Cheese
2,000 lbs
$3.04 lbs
Pepperoni
2,000 lbs
$2.85 lbs
Pineapple
2,000 lbs
$1.50 lbs
1.
What is the total cost of the ingredients from Bernie's?
2.
What is the total cost of the ingredients from Christie’s?
3.
What is the percentage difference between the price per lb of cheese between Bernie’s and Christie’s?
4.
What is the percentage difference between the price per lb of pepperoni between Bernie’s and Christie’s?
5.
What is the percentage difference between the price per lb of pineapple between Bernie’s and Christie’s?
Scenario Two (20 minutes)
You have a special rush order.
Each personal pizza needs
1.2 lbs of cheese
1.0 lbs of pepperoni
0.5 lbs of pineapple
You have orders for 900 personal pizzas.
1. Therefore, you need how many pounds of cheese, pepperoni and pineapple?
2. How much will these supplies cost from Bernie’s?
3. How much will these supplies cost from Christie’s?
4. What is the percentage difference between Bernie’s and Christie’s?
Scenario Three (10 minutes)
You have been asked to provide 400 pizzas, with pepperoni on one side, and pineapple on the other
1. Put this into a fraction
Please outline the following for each lesson
2. Put this fraction into a decimal calculation
3. How much will these supplies cost from Bernie’s?
4. How much will these supplies cost from Christie’s?
5. What is the percentage difference between Bernie’s and Christie’s?
Scenario Four (15 minutes)
You have been asked to provide 310 pizzas, with pepperoni, ham and pineapple
1. Put this into a fraction
2. Put this fraction into a decimal calculation
Scenario Five (5 minutes)
You have been asked to provide 300 pizzas, with pepperoni on three quarters of the pizza, and pineapple on the other
quarter.
1. Put this into a fraction
2. Put this fraction into a decimal calculation
Scenario Six (5 minutes)
You have been asked to provide 200 pizzas, covered in equal quantities of with pepperoni on, pineapple and cheese
1. Put this into a fraction
2. Put this fraction into a decimal calculation
Scenario Seven (15 minutes)
You now have a new owner based in Canada, , they have asked for all the previous calculations you have done to be
provided to them, but only in decimals, kilograms and grams.
Reflection for Students
Students can now manipulate numbers, contrast, compare and make better purchasing decisions both at work and in their day to day
life. They are now also familiar with different methods of weight - pounds, kilograms, grams.
Please outline the following for each lesson
Reflection for the Instructor
It is important to remember that although many of the students are familiar with the calculations they will not be familiar with the
vocabulary, such as numerator and denominator. Also, they may be more comfortable with kilograms and grams rather than pounds
and ounces. Provide iPads or computers for the more capable students. Some of the students have studied mathematics to a very
high level but in a different language. Also, they may not have competent computer skills. These students can log onto Khan Academy
and work on their computer skills while furthering their English language math vocabulary while the teacher spends more time with
students who have never encountered this type of math before.
Adaptation based on curriculum developed as part of the Massachusetts Community Colleges and Workforce Development
Transformation Agenda (MCCWDTA) which s 100% funded by a $20 million grant from the U.S. Department of Labor, Employment &
Training Administration TAACCCT. Grant Agreement #TC-22505-11-60-A-25