Planning Guide
Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

 

LE Title:"Crispy Cookie Class Fundraiser" Author(s):B J Firsching
Grade Level: 7 School Address:Brookfield Central
Subject Area: Math 7 School Phone/Fax: 899-3323

Learning content/Description of Activity

  • The purpose of this experience is to show students the relationship of math and the real world application manufacture of a product for making a profit
  • Math 7 textbook source for teaching fractions
  • Instructor generated handouts
  • Instruction of computer generated spreadsheets, reports
  • This experience is written to be used when studying multiplication and division of fractions as a summarizing vehicle to show relationship of fractions with real life, possible career situations
  
  • The unit is broken into three sections
  • * conversion of recipe
  • * recording sale of product
  • * analyzing and reporting of gross profit
  

 

INITIATING ACTIVITY

Connection to State Learning Standards

NYS MST3 / STW Standards

2-A understand, present and use numbers in a variety of equivalent forms--percents /fractions -- applications using fractions and mixed numbers to determine quantity

6-A estimation to predict outcome and to check answers

2-B use proportions to solve for unknown

5-A measurement in real world situation

5-D choose method to organize and display data, charts to organize original data and spreadsheet to record sales data, word processed report to show results

 

*Students will understand the importance of the process of converting a recipe in to larger units by the application of multiplication of mixed numbers, fractions and whole numbers

*Students will understand the importance of accuracy when working with real life documents

*Students will check the accuracy of their answer by using estimation and comparison of calculator checked answers

*Students will understand and apply the standard English measurement terms required in this task

*Students will predict the total amount of product required given basics with which to work

ELA -1

students will listen, read, write and speak information for understanding

*Students will interpret data from the charts and handouts given to them by the teacher

*Students present information in written summary and in preparation of charts

*Students observe basic writing skills such as spelling , punctuation, sentence and paragraph structure in the parparation of written summary (s)

Development and Occupational Studies -- 1, 2, 3

*Students will produce a product using the procedure -- a prototype--cookies

*Students will connect the concept of applying math skills in a real life career situation

SCHOOL to WORK LINK

entrepreneurship / food preparation occupations skill(s)

*Students will explore via internet connections the food preparation occupations

*Students will prepare a spreadsheet and a business report using the computer

 

Learning Experiences

What students need to know to be successful

--English measurement terms / definitions

--business terms / definitions/ formula

--basic math skills

--organizational skills - charts, reports

--estimation skills

 

 

Learning Experiences

Procedural Knowledge

Part I Preparation of Cookies for sale

* students will determine mathematically the estimated volume of cookies needed for the sale

variables include the number of students in class, amount of cookies per student to generate ? number of $, what happens if students are absent, decide not to participate etc.

* students will take a recipe provided by instructor and adjust to fit the above variables using math appropriate

* students will complete an instructor generated table to show conversions

student grouping may be appropriate here

 

Part II Sale of Product

* students will be given information of how sales prices are determined

* students will be given formula for determining gross profit

*students will be given cost figures (enrichment activity might be to research cost figures)

*students will complete chart tracking individual sales given various scenerios

Student name date date date # of sales unit price total sales    
                 
                 

Directions:Fill in the amounts from your individual tally sheets for the three dates. Your teacher will pass out tally sheets. Total the number of sales. Mulitply the total sales by the unit price to get total sales per individual. Find a total on each columnat the bottom.. May verify answers by using the calculator.

could be assigned as a group activity

calculator use encouraged

 

Part III Analysis of Sales

*students will design a spreadsheet and an Income Statement Report to show: total sales, total costs, gross profit and calculations of profit based on sales expressed in percent form

*students may calculate individual sales percents

*answer questions related to variables of real life profit and loss applied to an entrepreneurship venture

*students will provide a written summary as to why he/she thinks this may be a successful fund raising project

 

INSTRUCTION MODIFICATION

 

Classroom support could be provided by a LD teacher, teacher assistant or teacher aid. Students may work in groups of three to five depending on class size. Enrichment or project extension items might include: producing packaging with logo which involves more computer technology skills and production. of a prototype product teaming with Home & Career area actually baking a product for "taste testing" .

 

TIME REQUIRED

The length of the unit is flexible. It could be given as a total of all three parts at one time or each segment separately as the instructor fits the unit to the students, the skills involved and the individual school calendar.

 

Criteria for evaluation

Rubric:

Part I

3 shows understanding of the problem, uses the correct math function (s) to generate correct answers on all parts ..... answers placed in the chart
2 shows understanding of the function by writing the work process in narrative form addressing the reason why the recipe needs accurate changes
1 chart started but not finished
0 makes no attempt

Part II

3 shows understanding of the problem, uses the correct math function (s) to generate correct answers...answer (s) placed correctly in the chart
2 shows understanding of the function by writing the work process in narative form
1 work started by not finished
0 makes no attempt

 

Part III

1 shows understanding of the problem by application of formula
2 preparation of Income Statement Report
2 shows analysis of cost to sales to determine profit giving explanation in clear, concise statements
1 gives some explanation but incorrect analysis

 

 

Recipe Exhibit

Crispy Cookies Conversion Chart

Ingredients .................................................................Conversion

1/2 cup butter

1 cup sugar

2 eggs

2 tablespoons cream

1 teaspoon vanilla

2 1/2 cups flour

1/2 teaspoon salt

1/4 teaspoon baking soda

yield approximately 3 dozen cookies ...............................................yield approximately _____dozen

Questions to think about:

How many individuals will be selling cookies?

How many cookies will be needed?

How many dozen cookies will be needed?

How will you expand the measurements?

Complete the chart above entering the converted amounts for each item.