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Video Lesson Plan


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Video Lesson Plan

  1. 1. Chelsea Prue 1Lesson Plan: Martin’s Value Card DiscountsIntroduction • Lesson Topic: Martin’s Value Card Discounts • Length of Lesson: 90 minutes (1 block) • VA Standards of Learning: Mathematics 8.3. The student will solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real- life data, such as finding a discount and discount prices and balancing a checkbook.Cognitive ObjectivesStudents will: • Apply mathematics to daily life. • Select an appropriate method or methods for computing with rational numbers and percents according to the context of the problem. • Understand how to set up a proportion given the relationship between two items. • Solve practical problems by using computation procedures for whole numbers, integers, rational numbers, percents, ratios, and proportions. • Maintain a checkbook and check registry for five or fewer transactions. • Compute a discount and the resulting (sale) price for one discount.Materials/Technology and Advanced Preparation • Martin’s Value Card Video1 • Electronic version of Nutrition Label. • Grocery Shopping Project Assignment Sheet/Grading Rubric for all students. • Checkbook worksheet/template for all students. • Check registry worksheet/template for all students2. • TI-83 Calculators for all students. • Image projector/Smartboard for video presentation. • Laptops for all students.Teaching and Learning SequenceIntroduction/Anticipatory Set • As students walk in the classroom, have assignment up on projector: o Estimate how much money your family spends on groceries per week. o Estimate how much money your family spends on groceries per month. o How many people are in your family? • Students answer in a form created on Google Docs3.Lesson Development • Use the summary information from the form in Google Docs to determine a per-person budget to be used for grocery shopping. Ask students how to calculate this information. • In pairs or small groups, students brainstorm the kinds of things they would buy at the grocery store to feed1 Prue, Chelsea & Koval, Emily. (2010). [Video] Martin’s Value Card. Recorded *.2 Students can opt to complete and submit these documents electronically using template provided.3 2 December 2010 Available:
  2. 2. Chelsea Prue 2Lesson Plan: Martin’s Value Card Discounts their family for a week. o Students respond in a shared spreadsheet, created in Google Docs4. Each group/pair of students list at least three answers. o Use the answers in the shared spreadsheet to create a Word Cloud using Wordle5. o Talk about which words came up the most. • Show image of Nutrition label. • Discuss serving size per item, and the need to feed everyone in the family. • Work through the first half of a proportional analysis of the Nutrition label as an example for the project. o Ask students to come up to the Smart Board individually to work through problems to complete the proportional analysis. • Show Martin’s Value Card Video. • Make Martin’s Value Card Video accessible to all students via class website. Students may use headphones to listen/watch the video multiple times as they begin to plan for their projects. o Students may work on this project individually or in groups. o Groups may not exceed three students. o All group members must contribute equally to the project. • Students decide whether to work in groups or individually, and begin planning project. • Walk around and discuss ideas with students, offering help and critical advice when necessary.Closure • Ask students if they have ever filled out a check or checkbook registry before. • Ask students how much money they would like from you. Make out a check to the class with the information, demonstrating how to fill in each section. • Ask students how much money you should pay other teachers. Fill out a checkbook registry with the information, demonstrating how to fill in each section.Homework4
  3. 3. Chelsea Prue 3Lesson Plan: Martin’s Value Card Discounts Complete individual/group assignment.AssessmentFormative • Students apply mathematics to daily life throughout the lesson and project assignment. • Class discussion. • Students work through proportional analysis along with the teacher. Students take turns writing problems on the Smartboard.Summative • Individual/group project reflects students’ knowledge of percents, ratios and proportions. • Individual/group project reflects students’ ability to select an appropriate method or methods for computing with rational numbers and percents according to the context of the problem. • Individual/group project demonstrates students’ understanding of checks and checkbook registries. • Individual/group project reflects students’ understanding of discounts.
  4. 4. Chelsea Prue 4Lesson Plan: Martin’s Value Card Discounts Instructional Content and Strategies Organizer Instructional Content - Per-person budget = Weekly budget / number of people in the family. - Proportional Analysis (of Nutrition Label): o Serving Size: 50 g; Servings Per Container: 4.5  How heavy is the container (excluding packaging)? o 173 calories; 42 calories from fat  What proportion of calories are from fat? 42/173  What percentage of calories are from fat? 42/173 = .24277 = 24.28%  What is the ratio of calories from fat to calories not from fat? 42 : (173-42) = 42 : 131 o Total Fat: 4.6 g, 7% of daily serving  What is the daily serving of fat (in grams) based on a 2000 calorie diet? 4.6g / x = 7 / 100  x = 65.71 g o Sodium: 25 g, 104% of daily serving  What is the daily serving of sodium (in grams) based on a 2000 calorie diet? 25 g / x = 104 / 100  x = 24.04 g o Total Carbohydrate: 27.4 g, 9.13% of daily serving  What is the daily serving of total carbohydrates (in grams) based on a 2000 calorie diet? 27.4 g / x = 9.13 / 100  x = 300.11 g o Inform students that these numbers will usually be on the bottom of the Nutrition Label (point it out), but students must show work in order to get credit for answers. Instructional Modifications to ASSIST Instructional Modifications to CHALLENGE Major Instructional Strategies Weakest Students Strongest Students - Provide video that students may watch as - Apply mathematics to real life. - Allow students to exceed project many times as necessary. - Collaborative learning. requirements for extra credit. - Allow students to work in groups to learn - Repetition. - Encourage students to present the project in from one another. - Incorporation of technology: a creative way. o Google Docs - Allow students to investigate their own o Google Forms prices/food items. o Wordle o Video
  5. 5. Chelsea Prue 5Lesson Plan: Martin’s Value Card Discounts Assignment: Grocery Shopping Project (100 points)Grocery List (50 points)Students must detail a grocery list to supply their family with groceries for one week. The grocery list must containat least fifteen different items. For each item, the grocery list must include: - The regular cost of the item. - The cost of the item using a Martin’s Value Card (or similar value card at another grocery store). - The percent of the discount offered when using the Value Card vs. paying regular price for each item. - The total percentage discount offered when using the Value Card vs. paying regular price for all items. - A summary of the nutrition label for two different items, including a proportional analysis as we did in class with the Nutrition Label. - The cost per serving of the item.Students must use the per-person budget estimated at the beginning of class along with the number of people inhis/her own family. Students should determine the cost of their groceries using the Martin’s Value Card (or similarvalue card at another grocery store). Students must show all work to receive full credit.Summary (25 points)In a one-paragraph summary, students must explain how they arrived at the weekly budget being used. Studentsshould explain the meaning of the per-person budget, as well as a hypothetical monthly grocery budget for thefamily. Students may use information provided in the Martin’s Value Card Video, but should also investigate pricesas necessary. Students may choose to any grocery store.Check/Checkbook Registry (25 points)Students must fill out a check to pay for the weekly groceries, and a hypothetical checkbook registry. Students mustshow all of their work to receive full credit.The check should be made out to the applicable grocery store. (5 points).The hypothetical checkbook registry should be filled out as follows: (20 points – 4 points per entry). - Check #1: Check for the weekly groceries. This should reflect the check you filled out to pay for your weekly groceries. - Check #2: Check for what you would have paid if you paid regular price for your groceries, instead of using the Value Card. - Check #3: Check to Electric Co. for 25% of the amount of your weekly grocery budget. - Check #4: Check to Gas Co. for half of the amount of the check to Electric Co. - Check #5: Check to Water Co. reflecting a 2:5 ratio for Amount paid to Electric Co. : Amount paid to Water Co.Extra Credit (up to 5 points available)Students may submit this project on paper for regular credit, using more than fifteen items, or completing aproportional analysis for more than two grocery items.Students may also submit this project in a creative manner. Ideas include: creating a video/podcast explaining eachpiece of information, creating a powerpoint presentation. You are not limited to these options, and I encourage youto explore whatever creative options you can imagine. Please clear all creative ideas with me.
  6. 6. Chelsea Prue 6Lesson Plan: Martin’s Value Card Discounts Names of All Group Members:___________________________________ ___________________________________ ___________________________________ Class Period:_________________ Date:_________________ Grading Rubric: Grocery Shopping Project Section Score Comments Grocery List _____/50 points Summary _____/25 points Check/Checkbook Registry _____/25 points Total: ______/100 points