March 23, 2017
|
by Lily Jones
Lesson Plan:

Big Spenders

no ratings yet
Download lesson plan
Click to find similar content by grade, subject, or standard.

Students will be able to subtract 100 from multiples of 100.

(5 minutes)
  • Write the following numbers on the board: 100, 200, 300, 400, 500, 600, 700, 800, 900, and 1000.
  • Ask students what these numbers have in common.
  • Explain that all of these numbers are multiples of 100. This means that 100 two times is 200, three times is 300, etc.
(10 minutes)
  • Tell students that they are going to pretend to go shopping for some big items. They will have $1000 and will be able to buy things with prices that are multiples of $100.
  • On the board draw several big ticket items, such as a couch, trampoline, swing set, and TV. Write price tags showing prices that are multiples of $100.
  • Tell students that you are going to decide what to buy with your $1000.
  • Pick one item and then subtract $1000 - (cost of your item) to figure out how much money you have left.
(5 minutes)
  • Tell students that they should decide what other item you buy with the amount of money you have left.
  • Have them turn to a partner to share what item they think you should buy, calculating how much money you would have left after buying it.
  • Write number sentences on the board to represent the situations students describe.
(20 minutes)
  • Pass out paper to the students. Have them work in partners. Each partner should create a store of high-ticket items with prices that are multiples of $100. They should draw pictures and price tags for each item in their store.
  • Tell the students they each have $1000 and can pick as many items as they can afford to purchase from their partner’s store.
  • The student should write number sentences to show how much money they have left after buying the items from the store.

Enrichment: Have students pretend to have $2000 and do more shopping in their partners’ stores.

Support: Have students only buy one item from the partners’ stores, writing the corresponding number sentence.

(5 minutes)
  • Assess students’ understanding by observing how they are subtracting by multiples of 100.
  • Are they able to use their knowledge of place value to subtract quickly?
  • Further assess their understanding by looking closely at how they write and solve number sentences.
(5 minutes)
  • Have students share the number sentences they created when shopping in their partners’ stores.

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely