Title: Grocery Shopping

Teacher: Mary Jane Cruz

Grade: 3rd grade
Analyze learners
• Number of Students: 18
• 7 Males, 11 Females
• Age Range: 8-9 years old
• Cultural/Ethnic Notes
• Chamoru 60%
• Filipino 25%
• Caucasian 5%
• Micronesian 7%
• African American 3%
• Current Knowledge, Prerequisites, and Notes about Learner Attitudes
• Students can compare and contrast money: penny, nickel, dime, quarter,
and dollar.
• Students can identify ways of earning, spending, and saving money.
• Prior Knowledge in using Microsoft Excel Spreadsheet
• Learning Styles
• Visual 65%
• Auditory 5%
• Kinesthetic 30%

State objectives
1. Students will make predictions on which supermarket will be the
cheapest.
2. Students will search for different grocery items and their prices using
various newspaper ads on supermarkets with 100% accuracy.
3. Students will list the amount of each item and the total cost in each supermarket
using a Microsoft Excel.
 4. Students will compare the prices of the grocery items in all three supermarkets
and graph it using the Microsoft Excel.

Select instructional methods, media, and materials

• Method
• Cooperative Group Learning
• Media
• Computer with Microsoft Excel
• Materials
• Newspaper Ads on different Grocery Stores/ Supermarkets
• Paper
• Pencil
• Play money
• Grocery Learning Center

Utilize media and materials

Introduction
Teacher will introduce lesson by having the students learn and sing the song “Shopping
Time”
“Shopping Time” (Sung to the tune of Farmer in the Dell)
A shopping we will go, a shopping we will go.
We will buy some vegetables, a shopping we will go.
A shopping we will go, a shopping we will go,
We will buy some yummy fruits, a shopping we will go.
A shopping we will go, a shopping we will go
To find the best saving store, a shopping we will go.

Exploration

Day One
• Students will be in 3 groups of 6. Teacher will announce what supermarket each
group is assigned to. As a group they will predict which supermarket they believe
if a money saver.
• Each group will be given newspaper ads of three supermarkets and a shopping
list. The students will have to find the items on the list at all three supermarkets.
• Students will use Microsoft Excel and create three graphs for each supermarket
containing the prices of each grocery and the total amount.
 • Students will compare the prices of each grocery item from all three stores using
a bar graph.

o Example:

6
Payless
4
2
0 Crown
Market
Island Fresh

Generalization
Day Two:
As a group students will present their findings.
The group will present on:
1. Their prediction
2. The different price ranges and total amounts.
3. The money saving store out of all three.
And if prediction was correct.
Application
Students will role play grocery shopping. Students will be assigned roles such as
cashiers, baggers, manager, shoppers, etc… Teacher will give students play money and
go pretend shopping.

Require learner participation

Students are given the opportunity to work in groups to find money saving items in
different supermarkets. Students are able to cooperate and help each other find the
items. Students need to respond to teacher’s questions during the lesson. Role playing
will give them an opportunity of experiencing grocery shopping, and gain math and
social skills.
Teacher will assess students’ performance by observing how they cooperate in groups;
data is done correctly, presentation of data, and role playing.

Evaluate and revise

Assessment Rubric
Elements Excellent Good Fair
Cooperation Contribute Contribute to the Contribute
consistently and group discussions inconsistently to
actively to the group the group
discussions
Demonstrates 3 Carries out the Makes significant
Media mastery over the creation of graphs errors when
process of creating from a creating graphs
graphs from a spreadsheet from a
spreadsheet without significant spreadsheet
error
*Clear purpose and *Has some *Attempts to
subject; success defining define purpose
purpose and and subject;
subject;
*Weak examples,
*Pertinent examples, *Some examples, facts, and/or
facts, and/or statistics; facts, and/or statistics, which
statistics support do not adequately
the subject; support the
subject;
*Conclusions/ideas *Includes some
data or evidence *Includes very
are supported by thin data or
which supports
Lesson Delivery
evidence; conclusions or evidence in
ideas; support of ideas
or conclusions;

*Major ideas *Major ideas may

summarized and *May need to need to be
audience left with full refine summary or summarized or
understanding of final idea. audience is left
presenter's position. with vague idea to
remember.

Role Play Convincing Competent Adequate

communication of communication of communication of
character’s character’s character’s
feelings, situation feelings, situations feelings, situation
and motives and motives. and motives.