GEORGE’S PIZZA GRADE 2

George’s Pizza is looking for a better and more profitable pizza to offer as at a special price to schools. They are only able to promote one style and need help figuring out which one that should be.

Subject(s): Mathematics, English Language Arts, Social Studies Grade Level 2

Standards:

MAFS.2.MD.3.8 :Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations1. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?

Identify the value of coins and paper currency.

Compute the value of any combination of coins within one dollar.

Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).

Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).

LAFS.2.W.1.2 :Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

LAFS.2.SL.1.1 :Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SS.2.E.1.1 Recognize that people make choices because of limited resources.

SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands.

Intended Audience: Educators Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Basic Calculators, Overhead Projector, Adobe Flash Player

Instructional Time: 3 Hour(s)

LESSON CONTENT

Lesson Plan Template: Model Eliciting Activity (MEA)

Prior Knowledge

Students need to know how to: read and interpret a data table. make change from a ten dollar bill.

Summative Assessment

Upon completion of the MEA teachers will assess the degree to which students fulfilled requirements and satisfied aligned standards using the Rubric provided.

Learning Objectives

Students will:

Increase skill in developing points and writing explanatory texts.

Increase familiarity with and ability to solve problems involving money and making change.

Formative Assessment

Prior knowledge can be assessed (at the teacher's discretion) using the link below.

Click the link

Choose 'Desired Currency' (US Dollar)

Choose 'Given Change (no totals)'

http://www.mathsisfun.com/money/money-master.html

Supplemental Reading (optional)

Read Curious George and the Pizza Party prior to this lesson to increase student engagement and make connections to literature.

Readiness Questions (see the Readiness questions section) can be used as formative assessment. Readiness questions will indicate whether the students understand the problem and the problem context. The readiness questions are asked of students after they read the client letters (see Reading Passage 1 and 2). The teacher can ask the class to respond to these questions and ensure understanding before students begin working with the data.

Guiding/Reflective Questions (See Guiding/Reflective questions section) can be asked during the lesson to ensure students are working in the correct direction and allow the teacher explain or make any changes necessary as the lesson progresses.

Economics Questions: Where do we get pizza? What resources are needed to make pizza? What equipment is needed? What tools are needed? What ingredients are needed? At a pizza shop, what do consumers do? What do producers do? What do sellers do? How do they all interact?

Instructional Suggestions

Day 1

Teachers will divide the classroom into groups of four and encourage students to name their teams.

(Optional) Teachers can use the link provided in Formative Assessment to review how to determine what change to return from a given purchase. The link provides random costs and money given and allows students to drag coins on screen to calculate change necessary. This can be repeated as needed.

Teachers should then allow students to access the Supplemental Reading passage (this activity can be done as a group to save time or if resources are limited), answering any questions which may arise.

Next, teachers should hand out Reading Passage 1 and give students time to read it. (This passage could also be read to the students if deemed necessary, 820L)

Upon completing the supplemental and first passages, teachers will lead a question and answer session. Teachers will ask the Readiness questions to assess student understanding of the problem.

Next students will be provided with Data Set 1. Teachers will give students time to review the data and then ask the Comprehension/Readiness questions to ensure they are prepared to begin constructing their model.

Students will work together to design a method for determining an optimal pizza. Students will construct a letter detailing their ranking and method of determining their optimal pizza to the client. (Every detail of the method developed should be included in the response letter. For example, how students determined the importance of each category.) Teachers should circulate through the classroom and ask Guiding/Reflective questions to ensure students are working efficiently and effectively. (A sample letter has been included in the Accommodations sections for students with special needs. The sample letter should only be provided if needed and after students have attempted to write the letter on their own.)

Upon the class's completion of the letter, one member of each group will read their letter aloud. The teacher will lead a talk discussing the positives and negatives of each solution.

Each group should turn in response letter 1.

Day 2

Teachers will re-divided students into their groups (These should be the same groups as were previously used).

The students will then receive Reading Passage 2 (This passage could also be read to the students if deemed necessary). After sufficient time has passed teachers will ask Readiness Questions, answering any questions that arise.

Next students will be provided Data Set 2. Teachers will give students time to review the data and then ask the Comprehension/Readiness questions to ensure students are prepared to begin reconstructing their model. Students should test their method to see if it holds with the new data.

Teachers should circulate through the classroom and ask Guiding/Reflective 2 questions to ensure students are working efficiently and effectively with the 'twist'.

Students should complete their second response letter detailing their method for determining the optimal pizza and a ranking of provided pizzas. Students should include information on how and why their method changed. If the method did not change, students should explain why no change was needed.

Students should turn in response letter 2.

After the groups have completed their ranking and a pizza has been selected, classroom discussions should follow. Teachers should discuss how models changed, as well as, the strengths and weaknesses of each model.

Guiding/reflective Questions

Why do you think that?

How do you know if you have an answer to the problem?

Would your solution work in a different situation?

What are the most important things to consider in your procedure?

What are the strengths and weaknesses of each?

Do you agree or disagree with your classmates' ideas? Why or why not?

Readiness Questions

What is the problem? (George’s Pizza needs a pizza to offer other businesses.)

Who is the client? (C. George, President of George’s Pizza)

What is the client asking your team to do? (Develop a procedure for ranking pizza options.)

What things do you need to include in your solution? (Ranking of pizza options, detailed explanation of your ranking system, and change for each pizza from a ten dollar bill.)

Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes.)

Comprehension/readiness questions

Are all pizza options equally valued? (Likely no. Value will be dependent upon student opinion.)

If no, how do you rank categories? (This, again, is dependent upon student opinion.)

Does type of crust chose effect how many people are fed? (Yes, listed below the data table.)

Is one type of sauce better tasting than another? (Yes, also listed below the data table.)

Feedback to Students

Students will receive continuous feedback. Teachers will ask Readiness Questions to ensure students are prepared to begin the problem. Students will receive feedback, before beginning the problem, in the form of a teacher led discussion. The teacher will discuss correct answers and field any questions which may arise. The teacher(s) will circulate during the problem to answer questions and give

feedback. Feedback will be given after completing the problem in the form of a final grade.

Reflection question 2

Did your pizza selection method change? (Students may have re-ranked categories. Additional information has been supplied.)

Is the new information important in selecting your pizza. (Yes, how important will be dependent upon student interpretation.)

What factors made you change your ranking?

Do you like the new choices your team made? Why? or Why not?

Accommodations:

A link has been included to review making change for students who need assistance.

Client letters can be read to students to increase understanding.

This MEA can be completed as a class to simply required calculations.

The Supplemental Reading activity can be completed as a class.

A letter template has been provided, below, to aid struggling students in completing their response letters (the same template can be used for both letters). ALL students/groups should attempt to write the letter before aid is given.

George’s Pizza Letter Template 1.docx

Extensions:

Students could be given additional values to calculate required change.

Students could be given specific bills/change and asked how best to pay a bill.

Teachers could allow students to divide objects around the room into correct electrical categories.

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Basic Calculators, Overhead Projector, Adobe Flash Player

Rubric

REQUIREMENT 1 (Unsatisfactory) 2 (Developing) 3 (Effective) 4 (Excellent)

1

st Response Letter

Developed method

is ineffective. Little

or no effort.

Developed method is logical but ineffective.

Obvious effort results incomplete. Limited detail.

Developed method is effective and logical but fails to account for all data or is insufficiently detailed.

Developed method is effective and logical. Method accounts for all data and is thoroughly detailed.

2

nd Response Letter

Developed method is ineffective. Little or no effort.

Developed method is logical but ineffective. Obvious effort results incomplete. Failed to account for the ‘twist’. Limited detail.

Developed method is effective and logical but fails to account for all (initial and ‘twist’) data or is insufficiently detailed.

Developed method is effective and logical. Method accounts for all (initial and ‘twist’) data and is thoroughly detailed.

LAFS.2.W.1.2 Writing is below

grade level.

Attempt made.

Poorly written or unsupported by reasoning

Well written logical letter in which opinion is stated but poorly supported by

reasoning.

Well written logical

letter in which opinion is clearly stated included supporting reasoning

MAFS.2.MD.3.8 There are 5 or

more errors in

change

calculations.

There are 3-4 errors in

change calculations.

There are 1-2 errors

in change

calculations.

Change, from both

data sets, has been

correctly calculated.

Reading Passage 1

George’s Pizza

123 Yellow Hat Road

Sunny Town, Florida 33233

Dear Students,

George’s pizza just won an award as Kid’s Choice for the best tasting pizza! We are very happy.

We want to celebrate by offering a pizza special to schools. We have decided that we will charge $10.00 per pizza and donate the change to our local zoo to help the monkeys.

Can you help me decide which pizza we should offer to schools as this special offer? We want to offer a pizza that the most kids will want and that we can make the raise money by selling. The pizza with fresh sauce tastes better, but costs more to make. Thick crust pizza feeds more people than thin crust pizza.

Please see the information in the data table and let me know what we should do.

I look forward to your response,

Sincerely,

Mr. C. George

Dataset 1

Types of Pizza

Types of

Pizza

Sauce Crust Number of slices

Cost Change

from $10

A Fresh Thin 8 $7.82

B Fresh Thick 10 $9.45

C Can Thin 8 $6.86

D Can Thick 10 $7.98

Letter Template 1

Our team, ________________________________, has ranked your pizzas in the following

order:

1. _____________________

2. _____________________

3. _____________________

4. _____________________

We ranked your pizzas using the following procedure:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Sincerely,

______________________________________________________________________________

Dear Students,

I want to thank you for the great job that you did. You were a big part of our success!

I need your help, again! Parents and teachers want to serve kids a healthier pizza. Whole wheat flour is healthier but more expensive.

I have added new information to the next page so you can rank the pizza again.

Can you rank the pizzas with the new information and write me back soon? Let me know

If you would rank them the same way you did last time or came up with a new way.

Please include your procedure for ranking the pizzas in your letter.

Sincerely,

Mr. C. George

Data Set 2

Types of Pizza

Types of Pizza

Sauce Crust Number of slices

Cost with white flour

Added Cost with whole wheat flour

Cost of pizza with whole wheat flour

Change from $10

A Fresh Thin 8 $7.82 + $0.50

B Fresh Thick 10 $9.45 + $0.50

C Can Thin 8 $6.86 + $0.50

D Can Thick 10 $7.98 + $0.50

E Fresh Hand Tossed

9 $8.53 + $0.50

Letter Template 2

Our team, ________________________________, has ranked your pizzas in the following

order:

1. _____________________

2. _____________________

3. _____________________

4. _____________________

We ranked your pizzas using the following procedure:

Here is how we chose these rankings. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Your friends, _____________________