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.

 

LU Title: Shop Till You Drop

Author(s): Kris Oczkowski

Grade Level: 5

School Address: 9479 Maynard Drive, Marcy

Subject Area: Math - RESUBMISSION

School Phone/Fax: 315-735-3355/315-735-3358

 

CONTENT KNOWLEDGE

Declarative

Procedural
  • Understands the use of percent in discounts, sales tax, and shipping/handling.
  • How to use a spreadsheet program to check/correct a check register
  • Practice writing numbers in word form
  • Understands how to add, subtract and multiply decimals
 
  • Student can compute sales tax, discounts, and shipping/handling on purchases.

 

ESSENTIAL QUESTIONS

 

INITIATING ACTIVITY

 Signs will be posted earlier in the week advising students about an upcoming secret sale. On the launch day the room will have on display several items with price tags. In addition students will be given a secret sale card for a percentage off their purchases. Students will discuss and identify the need for math in everyday life. Then using Think, Pair, Share - Students will be asked to think about real life careers and applications for math. (i.e. accountants, bankers, store workers, following recipes to cook items, etc.) During the share portion of the lesson we will generate a list of responses. Next we will take a look at the specific math skills necessary to be able to perform math in our daily lives. (i.e. add, subtract, multiply, and divide numbers, write out numbers, etc.) Finally the class will learn that they are going to have the opportunity to go shopping for the holidays. In order to shop successfully they need to understand percents, how to compute discounts (items on sale), how to compute tax, how to write checks to pay for purchases, and how to use a spreadsheet to check a register for accuracy.

 

Connection to State Learning Standards

Content Area:

Level:

Benchmarks:

 

Benchmarks:

Standard:

 

Standard:

 

Unit Theme:

Standard:

 

Standard:

Benchmarks:

 

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 Understand the meaning of percent. Is able to change between writing a percent as a decimal, a fraction, and a percent. (Approx. 1 period)

Student is able to write dollar values in word form. (Review) (Approx. 1 short period)

Student understands that percent of a number involves multiplying the number times the percent in decimal form. (see also procedural knowledge lesson) (2-3 periods)

 Use of daily calendar to remind students and allow practice in writing percents as decimals. Text Pages 331-333

Working with a partner student will practice writing dollar values in word form.

Text pages 542-544 Practice computing percent of a number. Also look for errors in sample computations. Find the errors in a worksheet, using percent.

 Pairs Check

Collaborative Pairs

Error analysis as students look for and correct errors in computing multiplication of decimals.

 Students will be given a sheet with three columns (percent, decimal and fraction) and be asked to fill in the blanks. (review)

Students will be given cards with dollar amounts. Working with a partner they will write the amounts in word form. Students will check each other's work.

Worksheet for the students to practice computation. Small group assistance for any students having trouble. Calculators can be used to check multiplication when finished.

 

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 Understands the steps involved in multiplying decimals

Understands how to compute discounts. (money off due to a sale) Understand that the discount represents money saved not the sale price of the item. Understands that to determine the price of an item - you can either compute the discount amount and subtract or multiply the sale price by the amount you'll be paying (100% - discount percentage) (Approx. 2 days)

Understands how to complete an order form (mini-lesson)

Understands how to compute sales tax (mini-lesson)

Understands how to correctly write a check (mini-lesson)

Students will be able to set up and use a spreadsheet to perform basic functions

 Constructing models: Begin with a think aloud strategy as I model the steps involved in multiplying decimals. Write out the steps. Shaping models: Practice and point out errors and pitfalls Internalizing: Practice and checking accuracy

Pose a problem about an item for sale in the room. Explain that today only it is on sale for 25% off. How can tell how much the item will cost? Continue with many sample problems allowing students the opportunity to visualize the problem. Emphasis on whether the answer makes sense and estimating before they start working. Model several examples together of the two ways to determine the price of the sale item. Use Ticket to Leave as a summarizer.

Collaborative Pairs Emphasis on importance of the order forms being filled out completely, neatly, and accurately.

Pairs Check Use of daily calendar math program to remind students that 8% tax is really multiplying the sale times .08

Model how to make out a check Individual Practice

Students have had previous experience with using a spreadsheet to load information and create a graph. New lessons will begin by modeling how to use basic functions on the spreadsheet

 Begin with a quick review of the steps involved ion multiplication. Pose several examples on the board using the same numbers but different decimal places. Lead students to understand that the digits in the answers are all the same only the decimal places differ. Lead students to discover the pattern and subsequent rule in placing the decimal point in the answer when you multiply decimals. Uses think aloud strategy as students follow me modeling several practice problems. Students will then write the steps in their notebook. For practice students will be given real life problems with common errors and correct them.

Start out with a question: If we were to buy an item in the classroom that was on sale, how can we compute how much it will cost? Model several examples together for the class. Allow the students to practice computing discounted prices for several items. At the end of the period each student will be given an envelope with an item and a price. Students will use their secret sale coupon and the envelope to compute the actual price of the item. This will be their ticket to leave math class for the day.

Working in pair's students will practice filling out order forms for various items in the classroom, or from a catalog.

Use the order forms from the previous lesson and practice computing tax.

Using the order forms made out above; students will practice the correct way to write out a check as payment for the orders.

During the modeling stage students will write the steps in their computer notebooks. Then in the lab students will be asked to practice using functions to sfind the sum of columns. A worksheet will be given for the students to work on with a partner. Finally together the class will set up a sample check register for use with the culminating activity. (students will use the spreadsheet program throughout the year for various activities to insure enough practice with this software)

 

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Students will be refining their math skills in multiplication using error analysis.

Students will refine their math skills in estimation using induction as they try to make a general conclusion (will they have enough money) from specific information
  • Comparing
  • Classifying

 Inductive Reasoning

  • Deductive Reasoning

 Error Analysis

  • Analyzing Perspectives
  • Constructing Support
  • Abstracting
  • Other:

Review the steps in using induction. First look at exactly what you know (the details), put the information together, what does the information tell you, and finally draw conclusions.

 To allow students enough practice, refining their math skills they will be given several worksheets with the most common decimal multiplication mistakes made. Students will be asked to locate and explain the errors and then correct them. Then each student will be asked to write three decimal multiplication problems. They may be correct or made with a common error. Students will exchange cards with another person and check the problems. Once again if errors exist, the student must identify the error and correct it.

Model the steps involved in estimating to see if you have enough money to buy the items you want. Several situations will be presented to the students. In each example, students will be asked to look at the information given - the price of the item(s), roughly compute the tax, and subsequent total, to determine if you have enough money to buy the item(s) Students will practice estimating for the many items "on sale" in the room.

 

Planning Guide

  

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.
 

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

CULMINATING PROJECT

Element #1

Element #2

Element #3

Element #4
Elements

Scale

 Project Requirements

Check Register

Checks/Deposit slips

Math Computation

Weights

20%

20%

20%

40%

4

Project thoroughly meets all the requirements and is very nicely done

Check register contains no errors

All checks and deposit slips are very neat and correctly filled out

Work demonstrates excellent understanding of percents and ability to multiply decimals

3

Project meets all the requirements and is nicely done

Check register contains 1-2 errors

Checks and deposit slips are neat and contain only 1-3 errors

Work demonstrates good understanding of percents and ability to multiply decimals

2

Project meets most of the requirements Some elements missing

Check register contains 3-4 errors

Checks and deposit slips contain 4-7 errors

Work demonstrates fair understanding of percents and ability to multiply decimals

1

Project is missing many requires elements Project is incomplete

Check register contains more than 4 errors

Checks and deposit slips contain more than 8 errors

Work demonstrates poor understanding of percents and ability to multiply decimals

 NOTE: Rubric or other performance asessment instruments may be used.

 Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

USE OF TECHNOLOGY

Element #1

Element #2

Element #3

Element #4
Elements

Scale

 Student can open the spreadsheet program

Student can locate and open their file with the spreadsheet

Student can enter information onto the spreadsheet

Student demonstrates understanding and ability to use basic formulas

Weights

20%

20%

20%

40%

4

Student can quickly and efficiently open up the spreadsheet program without assistance

Student can quickly and efficiently locate and open up their file without assistance

Student quickly and efficiently enters the necessary information on the spreadsheet without assistance (great accuracy)

Student demonstrates thorough understanding and ability to use basic formulas on the spreadsheet

3

Student can open up the spreadsheet program independently with time

Student can locate and open up their file independently with time

Student is able to enter the information independently with time (good accuracy)

Work demonstrate a good understanding and ability to use basic formulas

2

Student requires assistance from a friend to open the program

Student requires assistance from a friend to locate and open the file

Student requires assistance from a friend to enter all the information (fair accuracy)

Work shows a fair understanding of formulas on the spreadsheet

1

Student requires teacher assistance or extensive help from a friend to open the program

Student requires teacher assistance or extensive help from a friend to locate and open the file

Student requires extensive teacher assistance to completely enter the information onto the spreadsheet (poor accuracy)

Work shows a poor understanding and ability to use formulas in the spreadsheet

 NOTE: Rubric or other performance asessment instruments may be used.

 Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

REFLECTION/ANALYZING ERRORS

Element #1

Element #2

Element #3

Element #4
Elements

Scale

 Able to identify errors and correct them

Able to describe the errors

Organization of writing

Mechanics

Weights

30%

30%

20%

20%

4

Student thoroughly and accurately identifies errors in the problems and can correct all of them

Student easily describes the errors thoroughly and accurately

Fluently records thoughts, feelings and ideas with details for support Writing has an introduction, body, and conclusion

Reflection is clearly written with no mechanical errors

3

Student accurately identify errors most of the time and can correct most of them

Student can describe most of the errors

Adequately records thoughts, feelings, and ideas providing some support. Organized into a beginning, middle and end

Reflection is nicely written with a few mechanical errors not interfering with communication

2

Student can identify errors only some of the time and only correct some of the errors

Student can describe some of the errors

Records thoughts, feelings and ideas with little support. Some organization is lacking

Reflection has several mechanical errors that begin to interfere with communication

1

Student is unable to identify the errors and unable to correct them

Student is unable to tell what the errors are

Records few thoughts, feelings, and ideas - offering no support. Poor organization.

Many mechanical errors interfere with readability

 NOTE: Rubric or other performance asessment instruments may be used.

 

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4

Score Point 3

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

Score Point 2

Score Point 1

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

 

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Every student will be given extra assistance to successfully complete the project. All IEP students will be given whatever modifications are outlines for their program. This may include but not be limited to using a calculator. The project is meant to be real life, fun and still allow for enough math practice with the concept of decimals.

Unit Schedule/Time Plan:

Day 1

Launch

Day 2

Lesson on Percent Write percent, decimal, and fraction interchangeably

Day 3

Review writing numbers in word form

Day 4

Teach multiplying decimals

Day 5

Multiplying decimals continued

Day 6

Lesson on discounts

Day 7

Practice with discounts

Day 8

Continue with multiplying decimals and working on discounts

Day 9

Teach how to complete and order form and write a check correctly

Day 10

Teach formulas on the spreadsheet in the computer lab

Day 11

Error analysis - locating and explaining errors with decimal math

Day 12

Introduce culminating activity

Day 13

MUT Shopping Day 1 (Continuing practice and extra help for students in need)

Day 14

MUT Shopping Day 2 (Continuing practice and extra help for students in need)

Day 15

Set up spreadsheet and practice with formulas

Day 16

MUT Shopping Day 3

Day 17

MUT Shopping Day 4

Day 18

Load information onto spreadsheet and check accuracy

Day 19

Write reflection

Day 20

Class discussion and graphic organizer on problem solving task

 

Written Overview:

Reflection:

This unit is a real favorite with the students. They love the opportunity to go shopping and think that writing out checks is really cool. Through teaching this unit several times I have added the use of discounts and the secret sales as a further challenge for the students. Putting their check register in the computer gives the feel of getting a bank statement and reconciling their account.

Some additional ideas:

In addition this unit is highly interesting and offers students the opportunity to take learning home and continue with mom and dad. In many cases parents have allowed students to see the household checkbook which allows students to view firsthand real life expenses. This unit also gives students the opportunity to "play with" money and the actual cost of items. Many students don't really have a clear understanding of expenses and sometimes this unit helps. Overall I really enjoy this unit and so do the children.