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Bargain Shopping

Chris Parkhill
5th Grade
Unity Grove Elementary School
Henry County Schools


The students will use a school supply list and sale papers from two stores to choose which store has a better buy. The students will be demonstrating their knowledge of decimals.

Illustrative Task
*Adapted from A Collection of Performance Tasks and Rubrics: Upper Elementary School Mathematics by C. Danielson.

It is time to go shopping for school supplies for the next school year. You have ads from two local stores indicating their prices (which include sales tax) for different school supplies. Your mother has given you $45.50 to spend, and wants you to find the best prices on things you will need.

School Supplies Needed:
Eight folders
One calculator
Four packs of regular lined notebook paper (pack of 500 sheets)
Three rulers
Three bottles of glue
Thirty-three pencils
Ten pens
Five spiral notebooks
Two backpacks
  1. Determine the cheapest store for each item on your list of school supplies needed. From which store would you buy each school supply? How much money will you have to spend? How much of the $45.50 will you have left over?
  2. With the money left over, you decide to buy each of your three siblings the same school supply item. What item would you purchase?
  3. Is one store better than the other? Why or why not?
  4. If you could only choose one store, which would it be? Explain your reasoning by writing an overall summary of your findings.

GPS Addressed
M5N3. Students will further develop their understanding of the meaning of multiplication and division with decimal fractions and use them.
    c. Multiply and divide with decimal fractions including decimal fractions less than one and greater than      one.
    d. Understand the relationships and rules for multiplication and division of whole numbers also apply        to decimal fractions.

Video Information
Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
  1. What kinds of questions does the teacher ask to promote students’ problem solving?
  2. How is the teacher gauging students’ current understandings and building from those understandings?
  3. Consider the GPS standards listed with this video.
  4. What makes this lesson different from lessons you have taught on this topic?

Classroom Materials

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