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Grocery Shopping

Veronica Williams & Eunice Chou
4th Grade
Montgomery Elementary School
DeKalb County Schools


The purpose of this task is to provide students with the opportunity to apply estimation strategies. Students will also gain an understanding of how estimation can be used as a real life application. For this activity, it is expected that students have been introduced to rounding as a process for estimating. Students will build on their understanding of this concept by completing the “Grocery Shopping” task.

Illustrative Task
Use the following task card:

Teacher(s) should guide students through the initial example on the card following the format below:
Part 1:
  • Identify key words and their meaning that are important to solving the problem such as estimate and pounds
  • Apply rounding rules to solve the problem
  • Solve the problem, discuss answer
Repeat this activity giving students a selected item from the grocery flyer. Follow the same process to solve the problem.

Part 2:
  • Allow students to choose an item of choice
  • Estimate the cost of the item
  • Determine the estimated amount of three of the same items
  • Discuss the answer using the “Pair – Share” or “Reflections” model
Repeat this part of the activity as needed allowing students to select a larger amount of items in quantity or select items that are more expensive to differentiate based on level of understanding.

GPS Addressed
M4N2. Students will understand and apply the concept of rounding numbers.
  1. Round numbers to the nearest ten, hundred, or thousand.
  2. Describe situations in which rounding numbers would be appropriate and determine whether to round to the nearest ten, hundred, or thousand.
  3. Understand the meaning of rounding a decimal fraction to the nearest whole number.
  4. Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers.

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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