BAKE SALE (75 MINUTES)

OBJECTIVE
Teach students the value of money by having them take on different
roles in a class bake sale.
This activity builds on yesterdays lesson where students were
introduced to the concepts spending and saving delivery of new
ideas: change, combinations and role-playing.
EXPECTATIONS FROM CURRICULUM

LEARNING GOALS

Connect student understanding of mathematical

ideas such as spending and saving to introduce
real-world applications of money in a stimulated
bake sale.
LEARNING STRATEGIES
_______________________________________________________________________
_
Review of yesterdays learning: building on prior knowledge of
addition, subtraction and multiplication; money and coins (1O
MINUTES)

Whole-group activity: groceries and use of flyers to engage students

thinking with money in everyday life (1O MINUTES)
Class activity: showing combinations of coins and introduction of
coins (1O MINUTES)
Hands on activity: role playing in a bake sale to help students
imagine ways they can spend and save their money (2O MINUTES)
Worksheet: money management and tracking; have students shown
calculations (1O MINUTES)
Class discussion and reflection: assessment of learning (1O MINUTES)
(5 MINUTES FOR CLEAN-UP)

SUCCESS CRITERIA

Learning Goal: Connect student understanding of

mathematical ideas such as spending and saving to
introduce real-world applications of money in a stimulated
bake sale.

Success Criteria:
o I can differentiate between spending and saving and
brainstorm ideas about how I would earn money.
o I can demonstrate an understanding of how much each coin is
worth by saying it aloud.
o I can define and demonstrate the various roles in the bake
sale.
o I can show my calculations and knowledge of coins on paper
(the worksheet).
Page 2

HOOK
To help students recognize the use of money in a real world situation
by building on the previous lesson, have students use grocery store
flyers to pick out items that we will need for the bake sale. Tell
students that as a class, we have $100 to buy all the ingredients
needed for the bake sale. We wanted to determine whether we have
enough money to buy everything we need. On the board, make a list
of ingredients with their quantity that will need to be purchased to
make goods for the bake sale. Make a column for price and have
students search the flyers for the lowest cost of each item give each
table a different item with different store flyers and have them
determine as a group the lowest price for the item. Give students the
opportunity to write the price on the board and work out how much
each item will cost in total. As a class, determine the total bill for the
groceries and ask students if the $100 is enough. Nancy may use the
calculator as an aid the group can benefit from for this introduction
activity. If she shows difficulty with understanding magnitude of the
numbers, she may use coins or cubes to help her see number
differences visually.
Item

Quantity
Needed

Price

Rough
Work

Total Cost

Eggs

2 cartons

$4.00

2 cartons x
$4.00
=$8.00

$8.00

Milk

4 cartons of $3.00
1L

etc.

4 cartons x $12.00
$3.00 =
$12.00
Total

$20.00

DELIVERY OF NEW IDEAS

_______________________________________________________________________
1. Creating different combinations of coins
o Show students how different combinations of coins can make
the same value (ex. 50 cents can be made from 2 quarters,
or 5 dimes)
o As a class, help students come up with an alternative way to
make 50 cents by using more than one type of coin
o Have students demonstrate to their elbow partner a different
combination than their partners (if one student has 4 dimes
and 2 nickels, another may have 1 quarter, 2 dimes and 1
Page 3

nickel)
o Give Nancy a list of the value of each coin (5, 10, 25..etc).
That way, she can use the calculator to determine
combinations of numbers that total 50 cents.
2. Making Change
o Using prior student knowledge of mathematical ideas
such as addition, subtraction, and value of money,
introduce the concept of change
o Show students that if you give someone $5.00 for
something that is only $3.00, there is money that needs
to be returned
o Help students use subtraction to calculate amount of
change that would be returned
o Have students demonstrate what mathematical
operations they would use to calculate change
o Nancy may require assistance while the class works
away in groups, work one on one with Nancy to draw a
picture of her understanding of change.
3. Understanding roles in the bake sale
o Incorporate student understanding of spending and
saving and demonstrate how they can apply these
concepts to buying and selling in the bake sale
o Ask students for input on what they believe are the
various roles in the bake sale (i.e. If you are spending
money, then are you a buyer or a seller?)
o Introduce the bake sale and have students demonstrate
their understanding of the roles by acting out the learning
task students will have the opportunity to switch roles
LEARNING TASKS
1. Bake Sale
o This is an opportunity for students to apply their learning
to a new situation, one that they may encounter on the
day to day.
o Students are given different amounts of money (up to
$10) in a fun and creative way, while getting to eat tasty
treats!
o * Although this may seem unfair, we want to students to
independently demonstrate that they can count their
starting and end values, while tracking their money. This
way, both the buying group and the selling group are
forced to think in different ways, instead of having to
repeat the same transactions with each student.
Page 4

o The focus of todays activity is to show students how we

can make decisions about money and how we use money
in making purchases daily.
o Students have been introduced to the idea of change
they are in charge of their own money by taking on
different roles in the bake sale, so this activity allows
them to stimulate a real-world use of money.
o One of the groups will be students who are selling at the
bake sale to show their understanding of giving change.
o The other group will be given money and the freedom to
spend as they wish at the bake sale; they are the
buying group. They are showing they understand how to
spend money.
o Students will work individually (using the worksheet and
tracking their own money) as well as with their groups
(roles).
o Nancy is encouraged to carry her clipboard with her while
she completes the activity. This way she can more easily
track her money and show her calculations visually. Guide
her with questions about what she is doing and her
thought process.
2. Worksheet
Have students record the starting value of their money on
the given worksheet. This requires them to count their coins
and show once again that they understand the value of
money. Ask students to track what they have purchased at
the bake sale in the table. This way, students can manage
where their money has gone by calculating how much they
have spent and how much money they are left with. Students
should show their calculations on the sheet to be assessed
after the task. The worksheet gives students a visual guide
for how they carried out the activity. Guide Nancy in back
order to help her consolidate her learning. Begin with how
much she has left and use the tracking sheet to end with how
much money she started the class with. Evaluate
expectations by asking students questions throughout the
activity. Allow them to communicate their learning to you -whether it be through words, the worksheet, or using
concrete materials or a variety.
o
ASSESSMENT FOR LEARNING
________________________________________________________________________
Discuss the different types of operations and when to use each to
Page 5

remind students before moving onto todays activity.

What are some key words to look for?
Make sure students have the foundation for addition, subtraction,
multiplication and division before starting the activity
ASSESSMENT AS LEARNING
________________________________________________________________________
Assessment as learning:
Are students able to differentiate the values and physical appearance
between the different coins?
Work with individual students and ask them the value of different
coins.
Are students able to calculate change quickly in their head or do they
require assistance?
Watch to see if students freeze or if they ask for help (peers or teacher)
when giving change.
Do students demonstrate and articulate different ways to make
change?
Ask students to vocalize their transactions.
Are students able to judge how much money they are receiving and
how much to give as change?
Ask students during the activity:
What is another way you can pay for the cookie instead of giving a
quarter? (The cost of the cookie is 25 cents)
Are you giving exact change or do you require money in return?
ASSESSMENT OF LEARNING
________________________________________________________________________
Assessment of learning:
As a class, ask students what they were thinking when deciding to
make a purchase at the bake sale?
Survey the class and see which students spent all their money, saved
all their money, used some of their money and why?
Ask students what they gained from doing this activity and share their
ideas for further learning.
How can this activity be applied to the everyday life?
What are other ways that we can demonstrate spending and saving in
the classroom?
For homework, ask students to write about an experience that they
had with money and what they learned from it.
Page 6

Page 7