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Students Scan Comparative Ads and Explain in a Photo Story Which Brand is the Better Bargain in this Real World Application


Computers & Internet, Math  



Title – What’s your Rate?
By – Kari
Primary Subject – Math
Secondary Subject – Computers & Internet Grade Level – 7

Concept/Topics To Teach:

  • Unit Rate
  • True Understanding of Real World Applications
  • Creating a Photo Story Project

Texas Essential Knowledge & Skills Standards Addressed:

      111.23. Mathematics, Grade 7.

      (3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to:

        (B) Estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units
      (13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:

        (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
        (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
        (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.
      (14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to:

        (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.
    (15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:

      (B) validate his/her conclusions using mathematical properties and relationships.

General Goal(s):

  • Student will learn how to calculate unit rates for comparison purposes in the real world and in problem solving situations in the classroom.
  • Student will be engaged in a presentation of their findings using Photo Story to create a movie of their work.

Specific Objectives:

  • To allow the students to get some hands on experience in the topic to better understand the meaning of unit rate and why we must calculate the unit rate of most items we purchase.
  • Using electronic technology in the classroom to solve display findings from a math project.

Required Materials:

  • Advertisements or computer for online searching capabilities
  • Computer with internet access
  • Photo Story 3 Software
  • PowerPoint Software
  • Headset & Microphone
  • Scanner
  • Papers & Pencils/Markers

Anticipatory Set (Lead-In):

  • Have you ever gone to the store to purchase one item, but when you get there you aren’t sure which one to buy because there are multiple brands of different size, quantity, and or price?
  • Can you compare apples to oranges?
  • What is important when purchasing food or items at the store?
  • Why do we make the choice to purchase what we do?
  • Are we making the best decision being cost effective?

Step-By-Step Procedures:

  1. Students will work with a randomly selected partner when they enter the classroom.
  2. Teacher will discuss the issue with the students and show a physical example of a situation such as:
    Which would you choose?
    Brand A – 1 box of 30 cookies for $3.00
    Brand B – 2 boxes of 25 cookies selling for $5.00 total
    Which is the better deal?
  3. Teacher poses the questions: What will we buy?
    Can you compare Brand A and Brand B yet?
    Students will discuss.
    Teacher reviews and probes for understanding.
    Possible Solution – Find the Unit Price
    Brand A – 30 cookies / $3.00 = 1 cookie / X dollars
    Brand A cookies are $.10 each
    Brand B – 50 cookies / $5.00 = 1 cookie / X dollars
    Brand B cookies are $.10 each
    They are both the same deal.
  4. Teacher gives instructions on project.
  5. Students will access the internet or look through store advertisements to look for two items to compare.
  6. Students will scan advertisements and supporting photos for their projects.
    • Students must get approval from teacher to continue with the next two items.
    • Students will create their work as a step-by-step process with each page being scanned into Photo Story as an image when complete.
    • Students will upload supporting photos as well.
  7. Students then organize their work using Photo Story after everything is scanned and uploaded.
    • Students narrate their findings.
    • Students add background music.
    • Students then present their findings to the class.
  8. Students upload their work to class website.
    • Students will be required to receive two comments from other classmates on class website.
    • Students will reflect on project as to what they or teacher could do differently next time.
  9. Students discuss with class their findings and importance of finding unit rate when comparing items.

Plan For Independent Practice:

  1. Students will search for two items that they may compare in the real world to purchase. They must get approval from teacher before beginning the process with those items.
  2. Students will then find the unit rate of each item and show their work step by step on paper to scan into the computer.
  3. Student will create their story for the class that must include:
    • Explanation of what they are comparing
    • Why they chose that item
    • What conclusion they have drawn
    • Show their work/steps to conclusion
    • Explain importance of doing this process
    • Reflect on and analyze this project and any changes they recommend for next time

Closure (Reflect Anticipatory Set):

  • Discuss the importance understanding unit costs and unit rates.
  • Students will then brainstorm other math concepts they could “explain” using Photo Story

Assessment Based On Objectives:

  • Rubric would be used.
  • Rubric would be based on:
    • how well the student followed directions given
    • quality of photo story
    • depth of true understanding of concept as portrayed throughout photo story
  • A short answer (not multiple choice) quiz could be given to verify results.

Adaptations (For Students With Learning Disabilities):

  • More time to complete project
  • Framework Template for creating the work
  • Step-by-step typed directions as well as tutorial video on creating their photo story
  • Working closely with teacher in class

Extensions (For Gifted Students):

  • Students will be required to create a good TAKS-based story problem trying to “stump” their classmates.
  • They will solve for and show work to gain the answer to their problem after the class attempts to solve it.

Possible Connections To Other Subjects:

  • Obvious technology integration and possible relation to technology classes.
  • In science, students need to compare and contrast uses of measurements. There is some type of measurement that a seller of a product uses to create their unit price. Science teachers could ask them to continue their photo story explaining why the company used the unit they did or to confirm the weight/measurement given on the box or label.
  • In social studies, students could add to the photo story experience by explaining the history of unit costs and unit rates as well as how similar the costs in their state are to other parts of the world.
  • In English, students could write a story or a reflection paper on their findings. They could write a persuasive paper as to which product is a better deal and why using supporting evidence from their photo story.

E-Mail Kari !

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