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### Overview

Students will be given a task card stating how to spend a certain amount of money. Students must look through sale papers, find the items to purchase, add the totals, multiply quantities, subtract from the total, and write a check to purchase the items.

This is a College- and Career-Ready Standards showcase lesson plan.

## UP:MA19.4.7

### Vocabulary

• Base-ten numerals
• Expanded form
• Expanded notation
• Standard form
• Word form
• Place value
• Thousands period
• Ones period

### Knowledge

Students know:
• the relationship among places in a number and place values.

### Skills

Students are able to:
• Read numbers 1 to 1,000,000 based on place value understanding.
• Write numbers using base-ten numerals.
• Write numbers using expanded notation.
• Write numbers in word form.

### Understanding

Students understand that:
• The same quantity can be represented with mathematical models, words, and expanded form based on the place value of the digits.
• The value of a digit in a multi-digit number depends on the place value position it holds.

## UP:MA19.4.10

### Vocabulary

• Subtraction
• Standard algorithm
• Place value
• Decompose
• Compose
• Fluently
• Multi-digit
• Strategy
• Difference
• Sum

### Knowledge

Students know:
• a variety of accurate and efficient strategies to find sums and differences and use them when appropriate.

### Skills

Students are able to:
• Use place value strategies to add and subtract multi-digit numbers.
• Use the standard algorithm for addition and subtraction and connect strategies to the standard algorithm.

### Understanding

Students understand that:
• There are a variety of strategies, models, and representations for solving mathematical problems with addition and subtraction.
• Efficient application of computation strategies is based on the numbers and operations in the problems.
• The steps used in the standard algorithm for addition and subtraction can be justified by using the relationship between addition and subtraction and the understanding of place value.

### Primary Learning Objectives

Students will be able to

• compute addition, multiplication, and subtraction problems including decimal amounts
• calculate total sums
• write number in word form

### Procedures/Activities

1. Ask the class to raise their hands if they enjoy shopping. What about shopping for toys? food? clothes? Tell students that today we are going on a "shopping spree".

2. Place students in small groups with two to four students in each group.

3. Tell students they will be given a task card with a scenario and a dollar amount they have to spend. It will be up to each group to find a sale paper and find items to “purchase”. Items should be chosen to match the task given.

4.  Provide students with a copy of the Shopping Spree order form. Students will write the item, quantity, and total amount on the order form. (Teacher may want to distribute one per group or one per student.)

5. Remind the class that each group will be responsible for keeping track of how much money they have left to spend. Consider using a spreadsheet application such as Excel or Google Spreadsheets to incorporate technology into the lesson.

6. Tell students that when each group has recorded everything they would like to buy, they must calculate the total. If they have enough money, they will write a check to “pay for the items”.  Remind students to use proper word form.  If the group does not have enough money, the order form must be revised.

7. Review an example with the whole group. Draw out a task card. Walk through all of the steps together as a class. Show the order form under a document camera and explain what is expected in each box. Show students the correct way to write a check. Leave an example of a completed check up for students to refer to.

8. Tell students you are listening to each group to make sure they are using appropriate math vocabulary such as sum, difference, quantity, etc. Pass out sale papers and a task card to each group. Allow students to work together to complete the task. If students are having difficulties, ask "What do you think should come next?" If students cannot continue, provide guidance where needed.

9. When the order form is complete, give the group a "blank check" to pay for the items.

10. Close the lesson by leading students in a group discussion. Example questions to ask: Was this activity harder or easier than you expected? What did you find most challenging? What was the best method you found to keep track of the amount of money you had left to spend?

1. Ask the class to raise their hands if they enjoy shopping. What about shopping for toys? food? clothes? Tell students that today we are going on a "shopping spree".

2. Place students in small groups with two to four students in each group.

3. Tell students they will be given a task card with a scenario and a dollar amount they have to spend. It will be up to each group to find a sale paper and find items to “purchase”. Items should be chosen to match the task given.

4.  Provide students with a copy of the Shopping Spree order form. Students will write the item, quantity, and total amount on the order form. (Teacher may want to distribute one per group or one per student.)

5. Remind the class that each group will be responsible for keeping track of how much money they have left to spend. Consider using a spreadsheet application such as Excel or Google Spreadsheets to incorporate technology into the lesson.

6. Tell students that when each group has recorded everything they would like to buy, they must calculate the total. If they have enough money, they will write a check to “pay for the items”.  Remind students to use proper word form.  If the group does not have enough money, the order form must be revised.

7. Review an example with the whole group. Draw out a task card. Walk through all of the steps together as a class. Show the order form under a document camera and explain what is expected in each box. Show students the correct way to write a check. Leave an example of a completed check up for students to refer to.

8. Tell students you are listening to each group to make sure they are using appropriate math vocabulary such as sum, difference, quantity, etc. Pass out sale papers and a task card to each group. Allow students to work together to complete the task. If students are having difficulties, ask "What do you think should come next?" If students cannot continue, provide guidance where needed.

9. When the order form is complete, give the group a "blank check" to pay for the items.

10. Close the lesson by leading students in a group discussion. Example questions to ask: Was this activity harder or easier than you expected? What did you find most challenging? What was the best method you found to keep track of the amount of money you had left to spend?

### Assessment Strategies

Formative assessment of the order form and written check

### Acceleration

Provide more task cards, items, or money.

### Intervention

Allow students to use only the whole dollar amount. (If an item is $14.25, they can simply do$14.00.

Provide students with a partially filled order form.

Work with a teacher-guided small group to guide this process.

### Total Duration

31 to 60 Minutes

### Background/Preparation

Teacher:

• Check links prior to lesson to make sure they are working properly on the device you will be using
• Collect Sale papers prior to this lesson

Students:

• Should have experience adding and subtracting money and writing numbers in word form

### Materials and Resources

Shopping Spree Directions, Task Cards, Order Form, Pretend Blank Checks, Pencils, Sale Papers

### Technology Resources Needed

Document camera or projector