# Lesson: Unit Cost: Given the Total Cost

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### Lesson Objective

SWBAT solve for the unit cost given the total cost.

### Lesson Plan

Materials Needed: DN Worksheet, white board, dry erase markers, chart with patterns, and, IND Practice Worksheet.
Vocabulary: relevant, irrelevant, division, subtraction, unit cost, total cost

……….
Do Now (2 - 3 min): The teacher passes out the DN worksheet with one question about setting up a number sentence for total cost.

Opening (2 -3 min): Teacher opens by reviewing the answers to the DN. The teacher then states the objective, “Yesterday we learned how to solve for the total cost given the unit cost. Today, we are going to learn how to find the unit cost. By the end of the lesson, you solve for the unit cost given the total cost.”

Direct Instruction/Guided Practice (15 - 20 min): Teacher explains, “Ok smart shoppers, we have gone over how to set up our number sentence to begin solving for total cost. We have solved for total cost when we know the unit cost. Today we are going to find the unit cost when we are given the total cost and the total number of units.”

A box of fruit snacks contains 6 pack of snacks. The box cost \$3.60. How much does each pack of fruit snacks cost?

Step 1: What problem does the question want you to answer?
Intended answer for this problem: how much each pack of fruit snacks cost
Step 2: Relevant and Irrelevant Information
Intended answer for this problem: Relevant: 6 packs cost \$3.60. Irrelevant: none.
Step 3: Set up the number sentence
Intended answer for this problem: \$3.60 / 6 =
Step 4: Solve your number sentence
Intended answer for this problem: \$3.60 / 6 = .90 What do you multiply times 6 to get to 36? Don’t get tripped up on the decimal here. Trust what you know already. We know that multiplication and division are inverses, so look for what you know.

Then the teacher continues, “Ok, so what problem are we trying to solve here? [Use intended answer language]. Now, what information do we need to solve that? What is the relevant information here? [Use intended answer language]. Alright, now that we have our two pieces of information to solve we need to set up our number sentence. To set up our number sentence we need to know what operation we should use. There is one operation: division. Watch as a write it out. If division is the dreaded D word for you, don’t panic you only need to know what you multiple times 6 to get to 36.  Now let’s practice one together before you show off what you learned.

Sam is standing in front of the cookies in the grocery store. He has 3 favorite kinds of cookies: Oatmeal, Oreos, and Chocolate chip. The bag of Chips Ahoy has 27 cookies and it cost \$5.40. How much does each cookie cost?

Step 1: What problem does the question want you to answer?
Intended answer for this problem: how much does each cookie cost?
Step 2: Relevant and Irrelevant Information
Intended answer for this problem: Relevant: 27 cookies for \$5.40. Irrelevant:  3 types, grocery story.
Step 3: Set up the number sentence
Intended answer for this problem: \$5.40 / 27 =
Step 4: Solve your number sentence
Intended answer for this problem: \$5.40 / 27 = .20 What do you multiply times 27 to get to 54? Don’t get tripped up on the decimal here or the two digit number. Trust what you know already. We know that multiplication and division are inverses, so look for what you know.

Independent (10 - 18 min): The teacher hands out the IND worksheet, which mimics Guided Practice. Students are asked to complete the worksheet independently and turn it in.

Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.

### Lesson Resources

 IND Lesson 6 unit cost   Classwork 2 DN Lesson 6   Starter / Do Now
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