Designing a Learning

Experience
The Blueprint
Names: Jennifer Marion & Frances Takemoto
Project Title: My Restaurant
Project Essential Question: How can we portray a specific Latino/Latina through or in a
restaurant setting?
Lesson Title: Recipe Money Managing
Grade: 4th
Subjects: Math, Language Arts
Duration: Day 1 55 minutes; Day 2 55 minutes

Purpose of the Lesson

Connection to Global Mini Project
The order of our Global Mini Project is as follows:
1.
2.
3.
4.

Entry Event
Demographics of Maryland - Latino/a
Country Research
Restaurant Making Process
a. Name of Restaurant
b. Description of Restaurant
c. 10 Recipes
d. Description of Dish
e. Menu
5. Feel of the Restaurant
a. Outfits
b. Music
c. Layout
d. Recipe Money Managing
6. Exit Event
This lesson experience falls under the Feel of the Restaurant. In the outline of our
project, this lesson plan is Budget for Dish. This lesson is based off one of the ten
recipes the students researched about their Latino/Latina country.

Curriculum Alignment Standards

English Language Arts Standards Alignment

Cluster: Range of Writing

W10 CCR Anchor Standard
W10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Mathematics Standards Alignment
Number and Operations in Base Ten
Cluster: Generalize Place Value Understanding for Multi-Digit Whole Numbers
4.NBT.2 Read and write multi-digit whole numbers using base-ten numeral, number
names, and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place using >, =, < symbols to record the results of comparisons.

Objectives
1. By researching prices of ingredients from different stores, the learners will fill out
a spreadsheet to compare two multi-digit numbers.
2. By reflecting on this lesson, the learners will describe their feelings about the
lessons connection to real life to write for shorter time frames for a specific
purpose.

Knowledge
Multiplication, Addition, and Subtraction
Number Lines
Research

Skills/Process

Research Prices
Utilize Greater Than, Less Than, or Equal To Symbols
Placing Numbers on Number Line
Compare Prices
Find Discount Price from Coupons
Reflect on Experience
Communicate Opinions
Collaborate

Understanding (Big Ideas)

Calculating Discounts
Comparing prices

Dispositions/Habits of Mind

Questioning and Problem Posing

Thinking and Communicating with Clarity and Precision
Thinking Interdependently
Remaining Open to Continuous Learning

Assessment:
Students will use individual white boards to show their steps in calculating the discounted
price from using the coupons. The students will show all addition, multiplication, and
subtraction steps. This will be a formative assessment. The students will complete the
Recipe Spreadsheet handout. The whole sheet needs to be filled out with all the items the
students would need for their recipes listed and the prices from each store included. The
Compare the Prices worksheet will be completed after Recipe Spreadsheet handout and
the students will use correct symbols to compare the prices from the different stores. At
the end of day two, the students will complete the journal entry as a closure.
Product/Records to be Assessed
Compare the Prices Worksheet
Journal Entry

Evaluation Criteria
Use correct symbols greater than, less
than, or equal to to compare the prices
from the different stores.
By reflecting on this lesson, the learners
will describe their feelings about the
lessons connection to real life to write for
shorter time frames for a specific purpose.

Learning Experience
Vocabulary
1.
2.
3.
4.
5.
6.
7.

Calculate: Find the amount using math skills.

Multiply: Increase a number a certain amount of times.
Add: Total of combing two number.
Subtract: Take one number away from another.
Compare: Note the sameness or difference.
More Than: Bigger
Less Than: Smaller

Instructional Material and Supplies

1.
2.
3.
4.
5.
6.
7.
8.
9.

Chalkboard/Chalk main board in room and at least 5 pieces of chalk

Store Logo Print Outs 8 x 11, one copy of each logo
Recipe Spreadsheet Handout one per student *(attached at end)
Compare the Prices Handout one per student *(attached at end)
Individual White Boards one per student
Dry Erase Markers one per student
Student Journal each student should have their own
Writing Instrument each student should have their own
Local Newspapers (Find newspapers that have prices of ingredients from local
stores) one per student
10. Coupons three per group
11. Grocery Bag one to hold the ingredients for launch
12. White Rice
13. Black Beans
14. Eggs

Technology
1. Computer one per pair
2. Internet

Resources
1. Walmart Logo:
http://upload.wikimedia.org/wikipedia/commons/thumb/7/76/New_Walmart_Log
o.svg/2000px-New_Walmart_Logo.svg.png
2. Safeway Logo: http://supermarketnews.com/sitefiles/supermarketnews.com/files/uploads/2011/11/safeway_logo.jpg
3. Wegman Logo: http://therochesterian.com/wpcontent/uploads/2011/12/wegmansbrownlogonew20brown2008.jpg
4. Giant Logo: https://www.ezpassmd.com/en/images/logo_giant2.jpg
5. Costco Logo: http://www.raceforasoldier.org/sites/default/files/Costco
%20large_0.png

Day 1

55 minutes

Event

Procedure/Activity; Questioning Strategies; & Management

Considerations

Launch (5
Minutes)

The teacher will have logos for Walmart, Safeway, Giant, Costco, and
Wegmans printed out and hanging on the front board. The teacher will
place white rice, black beans, and eggs in a grocery bag. Once the students
are settled at their seats, the teacher will say I need someone to help me
unload my grocery bag. Who wants to take out an item? The teacher will
go to a student and have the student pick one item out of the bag. Please
tell the class what item you have. The student will then say the item they
pulled out. Talk to your shoulder partner and think about how much (say
the item the student pulled out) would cost at each of these stores on the
board. Well share our ideas in 1 minute. After a minute, the teacher will
call on students and ask for what they thought the price would be at one of
the stores listed. Who wants to pull out the next grocery? This process
will be repeated with the remaining two items in the bag. The teacher will
ask the students Do you notice any patterns? After, the teacher will
point out any other patterns he/she notices. For example, all the students
thought Safeway would cost the most for all three ingredients. The teacher
will question the students about the pattern by asking, Why do you think
this pattern (the teacher can say the specific pattern or say pattern in
general) occurred? The teacher will call on students to discuss this
answer. So it looks like each store may give us a different price for the
same item. Can anyone think of any local stores that you and your family
shop at that we could add to the list of stores? Do you think these items
will be cheaper at the local stores Why do you think this is the case? Do
you think they are more authentic and taste better? Why do you think
that? The teacher will call on students and list their suggests they have.

Explore
(30
Minutes)

The teacher will hold up the Recipe Spreadsheet. The teacher will say,
Work with you partner to fill out this spreadsheet. You will list the
ingredients you need to look up in the column titled Ingredients. The
teacher will point to the column. As you find prices for the ingredients,
you will write what the price is under that stores column. For example, I
found that bananas at Walmart were $3.75, so under Walmart and at
bananas I would write $3.75. The teacher would point to the sheet as
he/she explains. At the end total all the prices in that column. The
teacher will hold up the Compare the Prices worksheet and say, Under
each store write the total price you calculated from the Recipe
Spreadsheet. Decide whether the price is more than or less than the other.
For example, Walmarts total price was $31.78 and Safeways total price
was $52.31. I would write $31.78 under Walmart and #52.31 under
Safeway. I would say to myself $31 is less than $52, so I would put the
less than symbol where it says Symbol. The teacher would point to the

worksheet as he/she says this. The Recipe Spreadsheet will be here and
the Compare the Prices worksheet will be here. The teacher will hold
each worksheet up as she/he says that so the students know where to get
the worksheets. The ingredients list was prepared in a previous class and
has the quantities of each ingredient that would be needed to prepare the
dish for the whole class.
Sit with your partner and take out your ingredient list for the one recipe
you chose, so you can find the costs of each ingredient. Have one partner
come and get these two worksheets Recipe Spreadsheet and Compare
the Prices. Make sure he or she grabs one for each of you.
Students will use the internet to explore and compare prices for the
ingredients needed for their recipe. This skill to look up store prices will
be demonstrated in a previous class.
With your partner, use the internet or local newspapers to find the prices
of the ingredients you need and record your findings in the chart on the
Recipe Spreadsheet worksheet. Once youre done fill out the Compare
the Prices worksheet. Go ahead to your assigned computers. You will
have 25 minutes.
The teacher will walk around while the students are working to see if they
need any additional help. In addition, the teacher will ask partners
questions to get them thinking. Some questions will be the following:
Which websites have been useful for you and why? Are the prices hard to
find on the website? Why?
Present
(15
Minutes)

Lets have about 5-6 pairs of partners share out their findings with the
class. Here are some questions to consider (Teacher will write them on
the board)What stores did you find good deals at? Were you able to easily find the
ingredients that you needed at most of the stores? WHY did we look up
the various prices of ingredients? How does this apply to real-life
situations?
The teacher will say the questions as he/she writes them on the board.
The teacher will call on 5 partner volunteers and have them share their
findings/experience.

Closure (5 The teacher will facilitate a discussion.

minutes)
After you have completed your Recipe Spreadsheet and Compare the
Prices worksheet, what types of professions would require you to be

proficient in comparing and researching food prices in large bulks?

The teacher will call on students. The teacher will come up with new
questions based on what the students are saying.
Turn to a partner and discuss a list of professions or events tat would
require you to apply the skills you learned today. Do you think you will
ever use these skills in the future?
Lets have some people share what they discussed. After 3 minutes, the
teacher will call on students to share their thoughts.
Day 2

55 minutes

Launch (5
minutes)

Raise your hand if you have ever seen someone used a coupon. A lot of
you have seen a coupon used. Lets have our class divide into 4 or 5
students per group. Once you are in your groups, I will be handing out
each group different coupons I found from various sources. I will also be
handing out post it notes. As a group, record the information provided on
the coupon and discuss what is similar and different about each coupon.
The students will arrange in their groups of 4 or 5 and record their post it
notes all of the provided on coupons provided, including percent off,
dollar amount off, expiration date, special exceptions, etc.
Once students are done writing, they will come up to the board and post
their notes.

Present
(10
minutes)

You all noticed some important components in the coupons. Now lets
take a look at how we would use the coupons to see how much we would
save.
The teacher will do the following example on the board.
Lets use this coupons for black beans. It says 20% off your purchase of
any bag of black beans. We need to know the original price of the black
beans, which was $3.45. Next, we need to figure out what 20% of the
original price is. Lets look at why we do this next. 20% is the discount
price. When we have 20% of a number it means multiplication, but we
cant just multiply $3.75 by 20% because its still in a percent. Who
members from a couple of classes ago how we fix this problem? The
teacher will call on students. The teacher will ask questions if the students
do not remember how. Questions would include: What do we want to
change the percent into? A fraction? (no) A mixed number? (no) A
decimal? (yes) How do we change a percent to a decimal? 20% in
decimal form is 0.20, Now we can multiple 3.75 by 0.20. The teacher

would show ALL the multiplication steps on the board. We got $0.75.
Can anyone share with the class what this means? The teacher would
call on the students to get their ideas. You all are on the right track. It
means you would get $0.75 off of the original price, which means
subtraction is next. Lets take $3.75 and subtract $0.75 from it. The
teacher will show ALL the subtraction steps on the board. The last thing
is to add the prices up again to see the new total using the discounted
black beans. The teacher would show the addition steps. Time for you to
find the discounts on your own!
Apply (25
Minutes)

The teacher will have the students give a list of ingredients prior to class.
The teacher will find coupons for the items on the list. The store will not
matter because the students can just pretend it is for the store they decide.
I will be handing out real coupons (3 coupons per group) that I found
from magazines/newspapers/online for the ingredients you need for your
recipe. I will also be handing out whiteboards and dry erase markers to
show your work step by step. You and your partner will calculate the new
price of your purchases at the particular store and ingredient your coupon
applies to.
The students will now practice multiplication, subtraction and addition
skills when calculating their new discounted price after using the coupon.
The teacher will walk around the classroom making sure students are on
task and offer support as needed. The teacher will also be assessing the
students white board and making sure the multiplication, subtraction, and
addition steps are present.
The teacher will draw a number line on the board starting at $0 and ending
at $15.
Lets see how much we all saved by marking each partners saving on this
number line on the board. One person from each partner come up and
mark it on the board by writing the amount you saved at the correct
location on the number line.

Closure
(10
Minutes)

In your journal, reflect on this experience. Think about these four

questions. Were you surprised by how much you were able to save? Is the
time you took to figure out how much you could save worth the money you
saved? What items would you use this process for? If you owned a
restaurant, why would you or why wouldnt take the time to get the
cheaper price on your grocery items?
The teacher will collect the students worksheets completed in class and

check in his or her grade book that they completed it and mark any
problems on the compare the price worksheet that the students need to go
back and fix.

*Additional Resources:

Name: __________________

Date: __________________
Recipe Spreadsheet

Directions: List your ingredients for your recipe under the Ingredients column.
Research the price of each ingredient from the different stores and write the price in that
corresponding column. Dont forget your dollar ($) sign! Total each column at the end.
Ingredients

TOTAL

Walmart
-

Safeway
-

Giant
-

Costco
-

Wegmans

Local
-

Name: __________________

Date: __________________
Compare the Prices

Directions: Copy from the spreadsheet the totals from each store. Write the total under
the store name in the box under its name. Then, compare the prices by writing <, >, or =
in the column labeled Symbol.
Walmart

Symbol

Safeway

Walmart

Symbol

Giant

Walmart

Symbol

Costco

Walmart

Symbol

Wegmans

Walmart

Symbol

Local Store

Safeway

Symbol

Giant

Safeway

Symbol

Costco

Safeway

Symbol

Wegmans

Safeway

Symbol

Local Store

Giant

Symbol

Costco

Giant

Symbol

Wegmans

Giant

Symbol

Local Store

Costco

Symbol

Wegmans

Costco

Symbol

Local Store

Wegmans

Symbol

Local Store