I plan to read a quick fun Thanksgiving story, Who will carve the Thanksgiving Turkey. On a side note, you could also use this book for a Writers Workshop activity and write a class book about who could carve the Thanksgiving turkey at the student's house. Now back to math.
I am choosing this book because it's funny, the kids love it, and I want to set the stage for a fun Thanksgiving meal.
Meal planning is a part of almost every adult's everyday life. Along with meal planning comes working within a budget. How much does it cost to plan a big meal? Do kids think about what it costs to plan a meal? This lesson brings the real world planning of a meal, within a budget, into the first grade classroom. CCSS state first graders should use addition and subtraction to solve word problems and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. This lesson meets that requirement and more. The students will be adding at least 3 whole numbers together and the sum could be more than 20.
We will have a group discussion on what some of our favorite Thanksgiving foods are. I will list these on the board.
After the discussion I plan to pass out a menu to each student, the menu has 16 items with various prices listed. I plan to go over the items on the menu together to make sure everyone understand the menu set up.
The packet has three parts. Students will not stop in between parts. Once they finish one part they are to go onto the next.
Part 1 of the packet:
Students can work with a partner, partners, or on their own to come up with their own Thanksgiving meal from the items listed on the menu. After they have listed their own food choices, they then have to count up the items on their menu and come up with the cost. They can use any strategy that works for them to figure the cost.
This is what happens out in the real world. Everyone goes to the grocery store.
Part 2 of the packet:
The difference between part one and part two is living within a budget, another real world application. How can you plan the meal you want and only spend $25. I also put in the stipulation that you needed to have at least 6 items. I want the students to think about:
what they bought the first time and can they have those same food items or will they need to have a whole different menu.
If they have a certain amount of food to purchase then they have to be planful of how to spend their money.
Students have to make sense of the problem (MP1), they have to plan a solution pathway and monitor their progress. The students have to attend to precision (MP5), are they within their budgeted amount?
Part 3 of the packet:
This part is an on their own activity. I want to hear each students own ideas.
What is their favorite item on the menu? Why?
What is their least favorite item on the menu? Why?
If they could add one more item to the menu what would it be? Why?
(I added this section because I wanted some feedback on the items they liked/disliked for next year.) I also think it is important to have the students share their opinions and feelings in lots of different ways.
I am including this section because I feel there is quite a bit you could do with this lesson. I didn't have the time this year, but wanted to share some of my ideas.
Use paper plates and have the students illustrate their menu.
Instead of using the pre- made menu make a class menu. Use the discussion section of the lesson to draft a class menu. Decide on prices as a group.
Instead of making the "menu" use the grocery ads. Have the students use the prices in the ads to figure out the cost of the meal. This would be a great extension activity for our high flyers. Students would have to use 2 & 3 digit addition, instead of straight dollar prices.
If you didn't want to use Thanksgiving as the backdrop it could be used to create any meal, you would just have to change the menu a bit.
Make name plates for their own Thanksgiving tables.