2. SUMMARY OF UNIT
As a class this year, we will have our students create their own
supply store within our classroom. In designing the store,
among other things, we will have our students decide what
their peers can buy with a particular amount of money. By
doing this, our students will be able to determine a missing
variable; such as, how many $2 pencils can a student buy with
5 dollars? This will teach our students how to solve a missing
variable equation; as well as, teach them how math is used in
the real word. In addition to having the students open and run
their store, they will also learn about advertisement by creating
their own posters, which will give information about their store.
They will later present their posters to their classmates.
3. ESSENTIAL/ UNIT/ CONTENT
QUESTIONS
Essential Question: How is math used in the real
world?
Unit Question: How can opening a supply store help
students learn math?
Content Question: How many $2 pencils can a student
buy with a 10 dollar bill?
4. TEACHER, PARENT, STUDENT
ROLESRole:
Teachers
1. Provide the students with the mathematics and advertisement
knowledge required to run their store
2. Provide instruction and guidance for what is expected of
students throughout this unit
Parents Roles:
1. Help student/child buy required materials needed to begin this
unit/project
2. Help child reflect on their math skills
Student Role:
1. Effectively run school store by applying mathematical skills
learned in the classroom.
2. Effectively run school store by applying advertisement skills
learned in the classroom
5. BENEFITS OF RUNNING A SCHOOL
STORE
Students will learn real world applications of
mathematics and advertisement while learning and
applying content in a fun and interactive way
Students will learn collaboration through working with
their peers
Parents will be able to come and view their students
hard work at the end of the unit
Teachers will be able to see a positive growth in
knowledge from their students actions within running
their store
6. STANDARDS
[3-OA1]: Interpret products of whole numbers, e.g., interpret
5 x 7 as the total number of objects in 5 groups of 7 objects
each.
[3-OA3]: Use multiplication and division within 100 to solve
word problems in situations involving equal groups, arrays,
and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to
represent the problem.
[3-OA4]: Determine the unknown whole number in a
multiplication or division equation relating three whole
numbers.
7. OBJECTIVES
Students will learn to apply their knowledge of finding a
missing variable in a math equation
Students will learn to effectively run a supply store with
their mathematic and advertisement knowledge
Students will learn collaboration through working with
their peers
Students will understand that they can learn through
real world experiences
8. BENEFITS OF PROJECT-BASED
LEARNING
Project-Based Learning: the use of in-depth classroom
projects to facilitate learning and assess student
understanding of material learned
Students learn through leading the classroom project
Students learn to collaborate together to achieve a
common goal
Allows students to build and gain knowledge of real
world experiences
Students learn through unconventional teaching
strategies
9. CONTACT INFORMATION
Please do not hesitate to call or email us if you have
any questions or concerns. The best time to reach us
is during our planning period, from 1:00-2:30pm.
Phone: 205-555-8743
Email: Group3@gmail.com
