Download Unit2Task3July23-26

K-5 Math Lesson Plan
Teacher: Harmon/Rogers
Grade: 5
Unit Title: Unit 2-Operations with Whole Numbers
and Decimals Task 3 Day 1
Date(s): August 2012 Math Class
Corresponding Unit Task:
Lessons Prior to “Our School’s Food Drive
Collection Sheet”
Essential Question(s):
Why is it important to determine the unit rate when purchasing items?
Materials/Resources
Unit, rate.
Teacher:
Student:
-Grocery Ads from 3
-Math journals
different stores
-Pencils
-Bag of starbursts
-Calculators
-Copies of the chart for
-Chart
students
-Homework sheet
-Copies of homework for
students
Learning Experience
8 Mathematical
Practices:
1. Make sense of
problems and
persevere in solving
them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use
appropriate tools
strategically.
6. Attend to
precision.
7. Look for and
make use of structure.
8. Look for and
express regularity in
repeated reasoning.
Essential Vocabulary
Common Core State Standards:
5.NBT.6
Find whole number quotients of whole numbers, with up to four-digit dividends and two
digit divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
I Can Statement(s):
I can determine the unit rate when purchasing items.
Activating Strategy/Hook:
1. Pose the following problem on the board
2. Have the students read the following problem:
There is a 1 pound bag of starburst sitting in the front of the room with 25 starbursts
waiting for you. Your job is to determine the weight of each starburst in ounces. Use
your calculator to determine the weight. Raise your calculator when you are finished.
3. Each student will get a starburst when they are finished.
Teacher Directed:
(How will students become cognitively engaged and focused?)
 Congratulations you are now the proud owner of a Hot Dog Stand complete with no
supplies. You will need to purchase from your local grocer the following items: hot
dogs, buns, chips, soda, and cookies. When you go to the store you find out that hot
dogs cost: $4.00 for a package of 8, hot dog buns cost: $2.40 for a package of 8, For
a box of 12 bags of chips the cost is $1.20, Sodas come in 12 packs and cost $3.60,
cookies come in bag of 25 for the cost of $.25.
Guilford County Schools
Office of Curriculum & Instruction
Guided Practice:
 Explain to the students how they can find the unit price of many items in a grocery
circular.
 The unit price is the price per unit of measurement.
 For example: a 16-ounce can of corn might sell for $.80. The price for one ounce (1
measuring unit) of the corn would be 5 cents.
 Share with the students how to determine the price per unit of an item.
 In the case of the can of corn, students might divide the price of one can of corn (80
cents) by the number of units (16 ounces or 16 units) in that can to determine the
price per unit.
 Presented in another way, students might represent the above problem as an algebraic
equation:
80/16 = x/1
16x = 80
x=5
Independent Practice:
 Provide time for students to practice solving several similar per-unit problems. That
can be done with newspaper, pencil, and calculator.
 Students should round their answers to the nearest hundredth.
 Now students are ready to use an actual store circular to solve specific problems.
 Have the students make a chart and record the following information. (see chart
attached to the lesson)
 Allow students time to complete the activity.
 Discuss results with the class
Closing/Summarizing Strategy:
Ticket out the door
Students will complete the unit rates worksheet in task 3.
Differentiation Strategies
Extension
Intervention
Language Development

Revisit the teacher directed activity
Have students make price
with these students.
comparisons for like items
at different stores.
 Then have them use the
price-comparison
information to create a
double bar graph illustrating
the cost per unit of items at
various stores.
Assessment(s):
Pictures of the following: grocery
circular, scenario with unit price
(you go to the dollar store and buy
4 rulers for a $1.00 determine the
price per ruler).
Student Outcomes
Teacher Reflection: (Next steps?)
Guilford County Schools
Office of Curriculum & Instruction
Name ___________________________ Date _________________________
Grocery Circular Chart
Item (Including
Brand name)
Guilford County Schools
Store
Price
Size
Cost Per Unit
Office of Curriculum & Instruction