ALEX Lesson Plan

     

Let's Go Shopping

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  This lesson provided by:  
Author:Courtney Karr
System: Lawrence County
School: Lawrence County Board Of Education
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33034

Title:

Let's Go Shopping

Overview/Annotation:

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.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
7. Read and write multi-digit whole numbers using standard form, word form, and expanded form.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • When given a number in one form (base-ten numerals, words, expanded form), identify the number in another form.
Note: Expectations are limited to whole numbers less than or equal to 1,000,000.
Teacher 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.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.7.1: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons.
M.4.7.2: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
M.4.7.3: Convert a number written in expanded notation to standard form.

Prior Knowledge Skills:
  • Define greater than, less than and equal to.
  • Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
  • Arrange two-digit numbers in order from greatest to least or least to greatest.
  • Identify zero as a place holder in two-digit and three-digit numbers.
  • Model using >, =, and < symbols to record the results of comparisons of two two-digit numbers.
  • Select numbers on a number line that are more than, less than or equal to a specified number.
  • Match the words greater than, equal to and less than to the symbols >, =, and <.
  • Determine the value of the digits in the ones and tens place.
  • Identify sets with more, less or equal objects.
  • Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • Number & Operations in Base Ten.
  • Use place value understanding and properties of operations to add and subtract.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.6 Compare whole number values to 50 using symbols (e.g., <, >, =).


Mathematics
MA2019 (2019)
Grade: 4
10. Use place value strategies to fluently add and subtract multi-digit whole numbers and connect strategies to the standard algorithm.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use place value strategies and properties of operations to build procedural fluency and understanding of the standard algorithm for addition and subtraction.
Note: Expectations are limited to whole numbers within 1,000,000.
Teacher Vocabulary:
  • Addition
  • 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.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.10.1: Multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.
M.4.10.2: Multiply single-digit numbers.
M.4.10.3: Recall basic multiplication facts.
M.4.10.4: Apply concepts of multiplication through the use of manipulatives, number stories, skip-counting arrays, area of a rectangle, or repeated addition.

Prior Knowledge Skills:
  • Define the commutative and associative properties of addition and subtraction.
  • Subtract within 100 using strategies and algorithms based on the relationship between addition and subtraction.
  • Subtract within 100 using strategies and algorithms based on properties of operations.
  • Subtract within 100 using strategies and algorithms based on place value.
  • Add within 100 using strategies and algorithms based on the relationship between addition and subtraction.
  • Add within 100 using strategies and algorithms based on properties of operations.
  • Add within 100 using strategies and algorithms based on place value.
  • Recall basic addition and subtraction facts.
  • Define regrouping, total, sum, difference and solve.
  • Add and subtract two two-digit numbers with and without regrouping.
  • Determine the value of the number in the ones, tens, hundreds and thousands place using concrete models or drawings and strategies based on place value.
  • Match the number in the ones, tens, hundreds and thousands position to a pictorial representation or manipulative of the value.
  • Model written method for recording horizontal and vertical addition and subtraction problems.
  • Represent two- and three-digit numbers with multiple models.
    Examples: models—base ten blocks, number lines, linking cubes, straw bundles.
  • Recall single-digit addition and subtraction facts.
  • Add and subtract within 20, e.g., by using objects or drawings to represent the problem.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.11 Add and subtract one and two-digit numbers up to 49 with regrouping using concrete manipulatives and visual models.


Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to

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

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

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

 

Technology Resources Needed:

Document camera or projector

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
  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? 



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  Assessment  

Assessment Strategies

Formative assessment of the order form and written check

Acceleration:

Provide more task cards, items, or money.

Require students to add tax.

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.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.