Resource Overview Quantile Measure: Skill or Concept: Excerpted from: 470Q Estimate and compute the cost of items greater than $1.00; make change. (QT M 148) Gourmet Learning 1937 IH 35 North Suite 105 New Braunfels, TX 78130 www.gourmetlearning.com Gourmet Learning This resource may be available in other Quantile utilities. For full access to these free utilities, visit www.quantiles.com/tools.aspx. The Quantile Framework for Mathematics, developed by educational measurement and research organization MetaMetrics, comprises more than 500 skills and concepts (called QTaxons) taught from kindergarten through high school. The Quantile Framework depicts the developmental nature of mathematics and the connections between mathematics content across the strands. By matching a student s Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs to learn supporting concepts first, or has already learned it. For more information and to use free Quantile utilities, visit www.quantiles.com. 1000 Park Forty Plaza Drive, Suite 120, Durham, North Carolina 27713 METAMETRICS, the METAMETRICS logo and tagline, QUANTILE, QUANTILE FRAMEWORK and the QUANTILE logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The names of other companies and products mentioned herein may be the trademarks of their respective owners.
Student Expectation: Students will determine the value of a collection of coins and bills needed to buy items Checking for Understanding A Trip to the Grocery Store Ap Teacher note: This Checking for Understanding helps the students use coins and bills in a real-life situation buying groceries. Group size: three to four students Materials: sets of play money, pages 7-8; example, below; ad price list, transparency page 23; shopping lists, page 24; answer key, page 51 Before class: If play money is not available, or has not been previously made, use pages 7-8; copy one set per group on cardstock and laminate. Prepare a set of the play money for each group; copy the shopping list, page 24, for each group. Place transparency page 23 on the overhead. Directions: Working in groups, students will determine the coins and bills needed to purchase the items on their grocery lists. Example: Shopping List: 3 bananas 1 loaf of bread 1 package of cheese 3 bananas: Solution Strategy: Look at the ad price list. Ask yourself... What is the cost of a banana? How much do 3 bananas cost? Use your play money to show this amount. How much is a loaf of bread? Use your play money to show this amount. How much does one package of cheese cost? Use your play money to show this amount. 1 loaf of bread: 1 package of cheese: 22 Total: $2.95
Student Expectation: Students will determine the value of a collection of coins and bills needed to buy items Checking for Understanding Ad Price List A Trip to the Grocery Store A local ad listed the following prices: BANANAS 10 each MILK $1.50 a gallon BREAD 85 a loaf CHIPS $1.20 a bag CHEESE $1.80 a package BERRIES $2.00 a pint CORN 54 a can BUTTER $1.30 a pound Example: Shopping List: 3 bananas 1 loaf of bread 1 package of cheese 23 ( T )
Student Expectation: Students will determine the value of a collection of coins and bills needed to buy items Checking for Understanding Shopping Lists A Trip to the Grocery Store 1. Shopping lists Draw the coins/bills you need Total in dollars 1 can of corn 1 pound of butter 1 bag of chips 2. 2 bananas 1 gallon of milk 2 loaves of bread 3. 2 pints strawberries 4 bananas 2 gallons of milk 24
Unit 1 Lesson 3 Student Expectation: Students will determine combinations of multiple coins that make $1 Focus Activity Part III Play Money 7(T)
Student Expectation: Students will determine combinations of multiple coins that make $1 Focus Activity Part III Play Money 8 ( T )