Technology Standards

1T-F3. Use developmentally appropriate technology resources to access information & communicate electronically.
2T-F1. Demonstrate respect for other students while using technology.
2T-F2. Practice responsible use of software.
5T-F1. Recognize electronic information sources
6T-F1. Use technology resources for problem solving, self-directed learning & extended learning activities.

1M-F3. Understand the meaning for the application of the operations of addition, subtraction, multiplication and division.
1M-F6. Add and subtract commonly used fractions and decimals.
6M-F3. Distinguish between relevant & irrelevant information.
R-F1. Use phonetic skills to decode words.
R-F2 Use word recognition & decoding strategies such as phonetic skills, context cues, picture cues, word order, prefixes & suffixes to comprehend written selections.
R-F6. Read & comprehend consumer information such as forms, newspaper ads, warning labels & safety pamphlets.
R-E1. Use structural analysis skills such as identifying root words, prefixes, suffixes & word origins to decode words unfamiliar in print.

Academic

• Students will derive meaning from consumer information using reading/decoding & structural analysis strategies.
• Students will distinguish between relevant & irrelevant information.
• Students will compare information in the written advertisement (menu).
• Students will select the information necessary to solve a given problem.
• Students will use effective vocabulary and logical organization to relate ideas & other information.
• Students will apply mathematical operations in everyday situations.
• Students will select the appropriate operations to solve word problem.
• Students will add and subtract commonly used decimals/money up to $12.00.

 

• Students will access information from URL source.
• Students will access information & communicate electronically with developmentally appropriate technology resources.
• Students will print documents.
• Students will demonstrate respect for other students while using technology.
• Students will use equipment appropriately.
• Students will practice safe Internet usage.
• Students will utilize technology resources for problem solving activities.
• Based on a class-defined problem, students will use technology to collect data, interpret data & express a solution to the problem.

Materials
Computer(s) with internet access, printer (access to), worksheets, graph paper & pencils

Accommodations for Special Needs
All of my students have special needs and have Math goals & objectives on their IEP's. This lesson has been adapted to provide extended time & to allow for flexible scheduling. For this lesson, students will work in pairs. Students will be able to support each other in both academic & technology tasks required within this lesson. Prior to the lesson, students had practice adding & subtracting money @ the www.aaamath.com website, using graph paper to ensure proper line up of decimals, etc.

Procedures
Students attend the Learing Lab for 25 min time blocks / 4 days a week
This activity takes 4 to 5 class sessions to complete
On day 1 & 2:
1. Students will work in cooperative groups of two. Each student will be given a worksheet. They will need to read the directions prior to going to the URL site of local restaurant.
2. Students will print a hardcopy of a local restaurant menu of the local restaurant as a back-up. (Do this just in case the internet goes down during the course of this activity. This happened to us on the second day & the kids were so glad they had made a copy.)
3. The students will read the menu carefully together & select items a la carte . They will be required to select a main entrée, side order, dessert & drink (No combo meals allowed). The group will given a limited budget. Their combined costs must come in under $12.  for a each pair of students (If your groupings are different allow approimately $6.00 per student when giving them  their budget). Each student will need to select, record items chosen, note the # of items & price per item for each person. (Students may choose to utilize on-line coupons,etc. available at the site- if they should decide to use them. These cost savers will not be pointed out to them, but will be noted on the worksheet.)
4. Students will calculate total cost before tax on using the worksheet provided. Then students will check their calculations by using the calculator in Assessory tools.
5. Students will compare their paper/ pencil answers to those figured on the calculator & go back & rework their calculations if necessary.
6. Students will determine the change due based on the amount tendered.
7. Students will amend their selections if costs exceed their budget & go through Steps 3 - 6 again.

On day 3, 4 & possibly a 5th if they made errors & require time to amend:
1. Students will read the menu (carefully) again & locate the combo meals that would provide them with the same items they selected a la carte.
2. Students will then compare the total costs of purchasing their selected items a la carte to the total costs of a combo meal, etc.
3. Students will then discuss what was the best value & why.
4. Students will write a brief statement about their conclusions.
(One group did not read the menu carefully & made errors that affected their calculations & conclusions. They discovered their error & needed a 5th class period to refigure & write up their conclusions. The other groups used the extra period to edit their written statement, revisit the Eegee's site & tried selecting different items, while others went  back to www.aaamath.com for additional practice.)

Assessment
Use Performance rubric & observe students during work time for cooperative skills, use of strategies & ability to make connections during the course of the activity.
Students will be evaluated on their ability to do the following:
read the menu & directions, follow the directions, calculate the costs accurately, utilize the calculator on the computer, compare costs & possible savings of combo meals versus a la carte.
Students will have an opportunity to formulate/organize their thoughts prior to writing their conclusions.
Students will then write their conclusions independently. On this task, their writing will be rated for content & readability.

Teacher Name: Barbara Robeson
Site: Donaldson
Date Submitted: October 24, 2001