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Where Will We Stay?
Resource ID#: 63157
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
In this lesson, students explore lodging options for their dream family vacation. Students will
plan a vacation for a family of four. With a budget of $5,000 students will prepare a budget to
include the cost of transportation, lodging, and attractions. In this lesson, students will focus on
preparing the budget for hotel costs. In lesson 1 of this unit lesson, students prepared a budget for
transportation. In the subsequent lesson to this lesson, students will prepare a budget for the
entertainment/attractions costs portion of their vacation. Teachers can choose to do one, some, or
all lessons as they can be completed independently of one another.
Subject(s): Mathematics
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students,
Internet Connection, Overhead Projector
Instructional Time: 1 Hour(s)
Freely Available: Yes
Keywords: decimals, add, multiply, subtract
Instructional Component Type(s): Lesson Plan, Unit/Lesson Sequence, Worksheet
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this
lesson?
At the end of the lesson students will be able to calculate and compare the cost of a hotel stay by
multiplying, subtracting, and adding decimals to the hundreths.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should already know how to add, subtract, multiply, and divide decimals from earlier grades. This
lesson is designed as an activity to practice fluency.

Guiding Questions: What are the guiding questions for this lesson?
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
Can you think of a real life example of when decimals might be used? (answers may include
shopping/money, building something)
How might you set up the problem to help you add or subtract decimals correctly? (line up the
digits vertically, such that all of the same place value are in the same column)
How do you decide the placement of the decimal in your answer, when you multiply?
What is an estimate for the answer? Is your answer close to the estimate? Is your answer
reasonable, based on the numbers in the problem?
How could you check your answer? (inverse operation)
Teaching Phase: How will the teacher present the concept or skill to students?
1.
2.
If the teacher collected the formative assessments, s/he could return them to students and ask
students to display and explain their responses to activate their prior knowledge.
Say, "Today we get to plan a dream vacation, and we will work on a budget for the cost of hotel
accommodations. We will need to use our skills for adding, subtracting, and multiplying
decimals."
You may want to open a brief class discussion about whether the hotel amenities should be taken into
consideration when comparing hotels, or strictly cost. Ask the class for a definition of the word, amenity.
Refine or elaborate upon the definition, as needed, such that all students have a common understanding of
the meaning of the word.
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Assign partners or groups of three.
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
If students completed lesson 1 of this unit lesson, students have already picked a dream vacation
destination. Students will research and record the cost of several hotels for their vacation location.
 Remind students they have a total budget of $5,000 for their vacation. They should take
into consideration how much money has already been allocated to transportation costs for
the trip when considering hotel accommodations.
If students did not complete lesson 1 of this unit lesson:
 Students will first need to choose a vacation location. In case students have a hard time
deciding on a dream vacation destination, it would be good for the teacher to pre-select
some destinations. Students will compare the cost of several hotels for their vacation
location.
 Rather than students using a total budget of $5,000, give students a budget of $1,500 if
they are only determining the cost of the hotel.
Guided Practice: What activities or exercises will the students complete with teacher
guidance?
This task may be assigned to individual students, partners, or groups. Pre-select a specific hotel(s) and tell
students to determine the cost for staying in the hotel for 6 nights, showing all work. Perhaps choose a hotel
in the area where the school resides and give students directions accordingly. (If you prefer, you can use the
example provided Hotel Cost Sample (guided practice).
As students work, circulate the room to monitor students' calculations. As you check students' work, ask
them:
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How might you set up the problem to help you add or subtract decimals correctly? (line up the
digits vertically, such that all of the same place value are in the same column)
How do you know where to place the decimal in the answer to a multiplication problem?
What is an estimate for the answer? Is your answer close to the estimate? Is your answer
reasonable, based on the numbers in the problem?
How could you check your answer? (inverse operation)
Ask one or more students to display and explain their work.

Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
Students will compare the costs of several hotels for their dream family vacation. Students could use the
information from their research or you could distribute a Vacation Budget Hotel worksheet worksheet and a
Hotel Cost Comparison worksheet to each student instead. Tell students to complete their worksheets
independently and be sure to show all work.
Students will use the worksheet to compare the costs of hotels.
Hotel Cost Comparison provides students with the costs of four different hotels as well as the amenities
offered at each hotel (an answer key is included within the attached document for teacher use).
If students have decided to take the hotels amenities into consideration when choosing a hotel, this
worksheet can be used to assist them in comparing hotels Hotel Amenities Comparison
As you check students’ work, use the guiding questions to probe their thinking, uncover misconceptions,
use precise mathematical terminology, and encourage revisions, as needed. If students work individually,
ask them to share their responses with their partner or group and revise their work, if needed.
When students have had sufficient time, ask a student to share and explain his/her work.

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
Ask the class for the meaning of the word, invoice. Refine the definition, as needed. Tell students to create
an invoice for the hotel they have chosen to stay at for their vacation. The invoice should include:
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The cost per night
Total number of nights staying
Total cost for all nights
In addition, have students include the amenities offered at the hotel (if this was taken into consideration
when deciding on which hotel to stay at).
Have students present their findings of their hotel comparisons. Students can compare their findings and
discuss what hotel was the most appealing overall, and why. Collect students' work. Check for accuracy to
determine if students are ready for the Summative Assessment or need more instruction.
Review the contents of the lesson: "Today you have used your understanding of place value to add,
subtract, and multiply decimals to the hundredths. We estimated answers, so that we could decide whether
our answer was reasonable or not, and we checked our work for accuracy (inverse operation).”
When students are ready, administer the Summative Assessment.

Summative Assessment
Administer the Summative Assessment worksheet attached here Summative Assessment Where Will We
Stay (2)
Collect and check students' work for accuracy. The Key is attached here Summative Assessment Key
Where Will We Stay. If necessary, work with students to identify and correct errors to improve their
performance on the next task.

Formative Assessment
Prior to teaching the lesson, administer the following formative assessment for prior knowledge by
displaying the following questions: (Students could use whiteboards or paper.) Tell students to show all of
their work.
(If students completed the formative assessment for prior knowledge on paper, and the teacher collected it,
the papers could be returned as a review at the beginning of the lesson.)
The Smith family is going camping for the weekend. It costs $14.65 per night to rent a campsite.
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How much would it cost the Smith's to stay 2 nights? ($29.30)
How much would it cost the Smith's to stay 3 nights? ($43.95)
How could you tell if your answer is reasonable? (Estimate $14.65 to $15.00. It would cost approximately
$30 for two nights, or $45 for three nights).
As students work to answer these questions, circulate the room to check and record their progress. Ask
students to share how they got their solutions.
Use Observation Form of Student Understanding.. This can be used during the formative assessment for
prior knowledge as well as during independent practice to assess student progress. Use this form to identify
those students who will need additional support throughout the lesson. (The teacher can pull these students
during independent practice to provide additional teaching of the skills).

Feedback to Students
As students work, the teacher should monitor each group. When monitoring groups, check that students are
on task. While circulating among the groups, check students' work for accuracy. Use the Observation form
of Student Understanding (included in the formative assessment section) to record students' understandings
of the standard. Encourage students to revise their work, as needed.
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As the teacher checks each groups' progress, ask students to estimate the cost. Students that may
not be lining up decimals correctly when adding and subtracting or are misplacing the decimal
when multiplying should be able to identify a mistake in their work, if they estimate their answer
based on whole numbers.
If students are not able to identify their mistake, have them work in a teacher group.
Ask students: How is adding or subtracting decimals similar to whole number addition or
subtraction? (Both use place value understanding.)
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
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
For struggling students, have them determine the cost for staying only two nights. If they are
having difficulty with comparing the prices for several hotels, have them compute the cost for two
nights stay at only one hotel.
Provide students that are having difficulty with a modified "Vacation Budget Hotel Student
Worksheet" which includes additional support for students by including information to use the
cost per night x total nights stay to determine the total cost. Vacation Budget Hotel Student
Worksheet (Accommodations)
Gather struggling students into a small group and provide assistance with leading questions and
guidance.
Provide gridded paper to assist students in lining up the digits vertically for addition and
subtraction.
Provide a place value chart.
Provide definitions, examples, and/or translations for students who have limited understanding of
vocabulary associated with hotels.
Extensions:
Students can determine the costs for amenities at their chosen hotel, such as day spa services, resort fees,
water rental activities, etc. Have students compare the cost of these amenities for two people versus four
people.

Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet
Connection, Overhead Projector

Special Materials Needed:
Students:
Worksheets (determine the number needed, based on the implementation of the lesson)
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Vacation Budget Hotel
Hotel Cost
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Hotel Cost Comparison
Hotel Amenities Comparison
Vacation Budget Hotel Student Accommodations
Summative Assessment
Computers are optional
Teacher:
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Formative Assessment Questions to display
Observation Form of Student Understanding
Summative Assessment Key
Additional Information/Instructions
By Author/Submitter
This resource is likely to support student engagement in the following Florida Standards
Mathematical Practice: MAFS.K12.MP.6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including using the equal sign consistently and appropriately. They are
careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem. They calculate accurately and efficiently, express numerical answers
with a degree of precision appropriate for the problem context. In the elementary grades, students
give carefully formulated explanations to each other. By the time they reach high school they
have learned to examine claims and make explicit use of definitions.
SOURCE AND ACCESS INFORMATION
Contributed by: Cindy Speece
Name of Author/Source: Cindy Speece
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.6.NS.2.3:
Description
Fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation.
Remarks/Examples:
Fluency Expectations or Examples of Culminating
Standards
Students fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each
operation. This is the culminating standard for several
years’ worth of work relating to the domains of Number
and Operations in Base Ten, Operations and Algebraic
Thinking, and Number and Operations — Fractions.