1. Chelsea Prue 1
Lesson Plan: Martin’s Value Card Discounts
Introduction
• 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 Objectives
Students 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 Sequence
Introduction/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 feed
1
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: https://spreadsheets.google.com/viewform?
formkey=dEt3RXJ4VXdyX0dfeEdEcEYyTEh4aVE6MQ

2. Chelsea Prue 2
Lesson 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.
Homework
4
http://docs.google.com/
5
http://www.wordle.net/

3. Chelsea Prue 3
Lesson Plan: Martin’s Value Card Discounts
Complete individual/group assignment.
Assessment
Formative
• 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. Chelsea Prue 4
Lesson 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. Chelsea Prue 5
Lesson Plan: Martin’s Value Card Discounts

6. Chelsea Prue 6
Lesson Plan: Martin’s Value Card Discounts