Using Math with Sale Papers

Designed by:  Andress Carter-Sims , Burton Pack Elementary

1) Core Curriculum Objectives(s):   Create and solve problems involving addition, subtraction, multiplication and division of whole numbers using paper and pencil, estimation, mental computation and calculators. (5PS1-7)

Grade Level: Five    Subject:  Math

2) Overview: Sale papers will be used as students increase their mastery of mental math using the processes of addition and multiplication.  As students locate items in sale papers that are priced with whole numbers they will estimate mentally and calculate their total based on a given number.  An internet web site will also be used to reinforce the concept of adding and multiplying whole numbers. Students will be monitored throughout the lesson and assessed using the checklist throughout the entire lesson.

3) Focus Essential Question(s): What math processes could you use to purchase more than one of the same item? What math process should you use to purchase several different items?

4) Time Frame: Four forty-five minute class periods

5) Resource materials:

A variety of sale papers (Use sale papers such as K-mart, Wal-Mart, furniture stores or clothing stores that have higher priced items so that the whole numbers found will be developmentally appropriate for fifth graders.)

Glue stick

Scissors

Large white drawing paper

LCD projector (optional)

Computer with internet access (optional)

Pencils

Overhead calculator (optional)

Student calculators

Dry erase boards (optional) large index cards

Dry erase markers (optional) markers

http://www.funbrain.com/math/

tape

6) Culminating Assessment: As students work in small groups the teacher should assess students using the criteria chart provided. Note:  The teacher should decide depending upon the total whether or not the student’s estimation was reasonable.  

7) Instructional Activities:

Activity One: Note:  (This activity is to be explored by students after the introduction of addition and multiplication of whole numbers.) The teacher should begin this activity by modeling for the students.  Each student will be given a sale paper (they may all be the same or they may be different). The teacher will ask each student to look for an item or items in their sale paper that is priced as a whole number. Note: No more than two during the demonstration lesson.  After students have identified one or two items that are priced as whole numbers, the teacher should instruct the students to cut out the item(s) they have located along with their price. 

Note: (The teacher at this point should have at least five items that she has cut out prior.) Using a piece of the large white art paper, the teacher will tape the sale items to the paper to share with the students. As they are placed on the paper the teacher should state the name of the item and the price.  The prices should then be written a separate place on the white paper to later use for totaling. Once the teacher has shared at least five items with the students the teacher should then ask the students to share with the class some of the items that they cut out.  As students share, the teacher should continue to say the price and place the item and the price of the item on the chart.  Note: This oral and visual demonstration allows students to once again here and see whole numbers. This will also help students to know if what they cut out of the paper is correct.  Some students may not have cut anything out of their paper; this is appropriate if the teacher decided to give out some sale papers that do not have items priced as whole numbers. * (higher order thinking skills) 

Activity Two:

Now the teacher is ready to have students do “addition mental math” using the items that have been placed on the chart.  The teacher will ask one student to pick any item on the chart and state the name and price.  Next the teacher will ask another student to pick a number from two to six.  The number that is said is how many of that particular item will be purchased.  Next the teacher will ask the students to use mental math to come up with a total.  Once several students have shared the teacher will use the overhead calculator to come up with the actual price.  Now the teacher may want those students who came reasonably close to the price to share how they came up with their answer. As students share their process they may explain that they added or multiplied to come up with a number close to the total.  If not the teacher should introduce the concept or process of adding or multiplying to get to the total. Note: During the mental math portion of the activity the students should not be given a long period of time to come up with the answer. The activity no longer becomes mental math because they then begin to calculate the answer.  

The teacher should then repeat the process of having a student to select an item and another student to pick a number from two to six several times.  The number chosen is again how many of that item should be purchased.  Students should mentally come up with an estimated total.  Once several students have shared over a short period of time the teacher should calculate the actual answer using the overhead calculator.

Activity Three:

Students should be placed into groups of three or less.  Each group should be given a dry erase board and marker or index cards and a marker.  Each student in the group should also be given a calculator.  The teacher will give each person in the group a number.  The number will allow each person in the group to know when it is their turn to provide the answer for their group. 

Using the same items from the chart the teacher will choose an item and how many of that item the students are to purchase.  Starting with team member number one that student is to mentally come up with an answer within a minute or a developmentally appropriate time determined by the teacher. Once the minute is up the member that provided the answer should share with their group why they chose that answer.  Then the other members in the group should share what they would put or if they agree with the answer.  Note: It is not significant for students to get the exact answer just to be reasonably close.  After each group has discussed their total they should check their answer on the calculator.  

The group process should occur several times to give each member several opportunities to practice the concept. The teacher should closely monitor each group to hear their discussion of how they came upon their mental answer.  This is when the teacher can reinforce to students that they may add the same number over and over or multiply by that number to come up with the actual total.  The teacher should make that students identify that two math processes can be used to get the actual total.

Activity Four:

Students should remain in their small groups of three or less.  The teacher will now provide each student in the group with another sale paper, scissors and a glue stick.  Each group will also need one piece of large white art paper.  As a group the students are to locate at least ten items from the sale paper that are priced as whole numbers.  Note:  Remind students to cut the price out along with the item. After each item is cut out of the paper the groups should use the glue stick to place the items on the chart.  The teacher should closely monitor to be sure only whole numbers are being used.  Once each group has finished the teacher will share some of the group posters with the class.  Each member of the group will continue to use their member number either member one, two, or three.

The teacher will now model instructions of the group charts using the demonstration chart from activity one.  The teacher will ask all students to continue to use mental math to answer the following questions.  The teacher will choose two items from the chart and ask several students to provide a total (based on mental math).  After a few responses (keeping time limited) have all students check using their calculator.  The teacher should continue choosing two different items each time and asking for a total and then allowing students to check.

Next the teacher should choose three, four, five, and six items several times following the same process of getting a response form students and then allowing them to check on their calculator. 

Activity Five: 

The teacher should now allow the same process to occur in the small groups.  All team members should have an opportunity to choose two items from their chart while the others in the group estimate then check.  After each member in the group has had an opportunity each member moves to picking three different items from the chart while others in the group estimate and then check.  This process should continue until each member has had an opportunity to select six items from their group chart to be estimated and checked.

Activity Six: 

Using the web site http://www.funbrain. com/math/  and a LCD projector the teacher can divide the class into groups and explore the math games that reinforce mental math of whole numbers.  Students could also work in pairs at the computer or during independent or center time.

Activity Seven:

Students should be assessed using the checklist provided.