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? o o o o o 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. o Assign partners or groups of three. o o 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: o o o o 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: o o o 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. o o 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. o o o 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: o o o o o o 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) o o Vacation Budget Hotel Hotel Cost o o o o Hotel Cost Comparison Hotel Amenities Comparison Vacation Budget Hotel Student Accommodations Summative Assessment Computers are optional Teacher: o o o 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.