Gold Seal Lesson:
Grocery Graphing

Copernicus Education Gateway

Subject:

Mathematics

Grade:

5-8

ICLE Standards:

Mathematics as Communication: Model information using graphical methods.

Mathematics as Reasoning: Validate own thinking.

Number and Number Relationships: Understand and use percents.

Statistics: Construct, read, and interpret tables, charts, and graphs.

Performance Task:

Henry's mother gave him a grocery list $20 for the supermarket. He purchased everything on the list and got back $0.82 change. The clerk at the store put all his purchases in one bag. Several days later Henry's mom again gave him $20 with which to purchase some items at the supermarket. This time Henry received $0.93 change from his purchase, but the clerk needed three bags for his groceries. In your math journal, give your reason as to why the second list of items required three bags even though the cost was about the same amount of money as the first purchase.

Note to the teacher: For the next part of this activity the student will need a grocery receipt (containing the group name of an item) with a total of $40 - $50. The students could bring these in from home or you may want to collect them over time. Now, using a grocery receipt with a total of $40 - $50, tally the items purchased using the following seven groupings: breads and cereals, fruits, vegetables, dairy products, meat/fish/poultry, other foods, and nonfood items. Determine the percentage of items in each category and the percentage of the total cost for each group. Construct a bar graph and a circle graph to report your data. Compare your data with the data of three other students in your class. In your math journal, discuss your findings.

Knowledge / Skills:

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions.  (m1)

Understand the best procedures for statistical data collection, organization, and display.  (m5)

Use writing as a tool for learning in formats such as learning logs, laboratory reports, note-taking, and journals.  (ela40)

Rubric:

4 Points  =  The student makes a complete response to all parts of the task without any assistance. He/she shows an understanding of categorizing and accurately computes necessary information. The data are neatly presented in graphs easily read by others. The student makes a comparison of his/her graphs with others in the class. The student gives a good description of his/her findings in his/her math journal.

3 Points  =  The student completes all parts of the task, but requires some assistance from the teacher. The student is able to make a meaningful response, but lacks some understanding of major ideas. He/she shows an understanding of categorizing, but makes one or two minor errors in computation. The data are presented in graphs, but they are not as neat and well labeled as they should be. The student makes a comparison of his/her graphs with others in the class, but has difficulty expressing his/her findings in his/her math journal.

2 Points  =  The student does not complete the entire task. He/she relies heavily on others. The work shows a lack of conceptual understanding and contains several computational errors. The graphs are poorly constructed. The student's journal entry is vague and has little connection to the task.

1 Point  =  The student is unable to complete the task and shows little, if any, understanding of the major ideas. His/her work is messy, inaccurate, and incomplete. No attempt is made to make comparisons with other students' work and no entry is made in his/her journal.

Keywords:

STATISTICS
DATA ANALYSIS
DATA COLLECTION
GRAPHS
PROBLEM SOLVING
STATISTICS IN DAILY LIFE
TABLES
DATA DISPLAY
COMPUTATION 
JOURNAL

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [X] - 6 [X] - 7 [X] - 8 [X] - 9 [] - 10 [] - 11 [] - 12 []

ICLE Application:

D

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