Introduction
A bakery needs our help! Sweetie Cake Pops bakery has asked us to split up into teams and assess data they have provided and come up with a plan to determine how the bakery can improve their recipe!
Day 1:
Part 1:
Do the following:
- Get into groups with an even amount of team members
- Choose a name for your team
- Then read the following letter, from the bakery, aloud within your group. If there are any words that you do not understand ask for assistance from your teacher.
Letter from the bakery: http://www.cpalms.org/Uploads/resources/73199/10/69/docs/Client%20Letter%201%20Sweetie%20Cake%20Pops%20A.docx
Questions:
- Who is the client in this letter?
- What is the problem?
- Why would the company want your help?
Task
Your task as teams is to determine from a data sheet which cake pops are the best, you will also need to rank them in order starting with your teams first choice and ending with your teams last choice. You then as a team must write a detailed letter to the bakery, stating how and why you as a team ranked your choices the way you did.
Process
Day 1:
Part 2:
Review the following data sheet:
Data sheet (Day 1): http://www.cpalms.org/Uploads/resources/73199/10/71/docs/Data%20Set%201%20Sweetie%20Cake%20Pops.docx
If needed get assistance from your teacher to completely understand the chart and data.
After reviewing the data sheet answer the following questions:
- After looking at the data chart, what does your team think will be the most important category?
- What information do you need to solve the problem?
Discuss among the other teams what they got for answers and answer the following question:
- Do you agree with your classmates' answers? Why or why not?
Day 2:
Part 1:
In your teams read over the following letter template:
Letter Template (Day 2): http://www.cpalms.org/Uploads/resources/73199/10/72/docs/Student%20Letter%20Template%201%20Sweetie%20Cake%20Pops.docx
Once your team has finished overviewing the template, write the letter to the bakery by filling in the blank spaces, then as a team sign the letter. When you have finished as a team present your letter to your teacher.
Ask your teacher for assistance if you have questions or get stuck.
After you have finished, continue to part 2.
Part 2:
Read the second letter that has come from the bakery aloud amongst your team:
Letter #2 from Bakery: http://www.cpalms.org/Uploads/resources/73199/10/74/docs/Client%20Letter%202%20Sweetie%20Cake%20Pops%20B.docx
If you have any questions about words that you may not understand please ask your teacher for assistance.
After reading the letter watch the following video to review skip counting by 10's and practice aloud with your teammates.
Evaluation
Day 3:
Part 1:
Review the second data sheet from the bakery:
Data Sheet #2: http://www.cpalms.org/Uploads/resources/73199/10/78/docs/Data%20Set%202%20Sweetie%20Cake%20Pops%201.docx
If you need any assistance ask your teacher questions.
Discuss the new data amongst your team and answer the following questions:
Questions:
1. How did the new data change?
2. Did your first answer choice change? If yes how?
3. Can skip counting be useful in math? why or why not?
4. Do you think your team was able to help Sweetie Cake Pops company? why or why not?
After answering these questions continue to part 2.
Part 2:
Review the following letter template:
Student letter #2: http://www.cpalms.org/Uploads/resources/73199/10/81/docs/Student%20Letter%202%20Sweetie%20Cake%20Pops.docx
Ask your teacher questions if you need help
After reviewing the letter fill the letter in with your conclusion.
Once you have finished your letter as a team, turn it into your teacher.
Conclusion
Part 3:
Once your team has finished gather at the front of the classroom to discuss with the other teams and the teacher the lesson and its importance.
Credits
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
Teacher Page
Learning Objectives
- The students will be able to participate in group work and work collaboratively towards a goal
- The students will be able to look at a table and understand/interpret data
- The students will be able to come up with a procedure and answer depth of knowledge style questioning
- The students will be able to skip count by tens
Prior Knowledge
- Students should be able to know what a chart is and how to interpret data. (Teacher can assist through the process)
- Students should be able to know how to count to 100 and how to skip count. (Teacher can review this before and throughout lesson before assessing)
- Students should be able to know how to hold a pencil and write to express their thoughts. (Teacher can assist through this process)
Day 1:
On day one the teacher will read a letter, handed out to the students, from the bakery along with the students, stopping to clarify words that the students may or may not know.
Letter to Students: http://www.cpalms.org/Uploads/resources/73199/10/69/docs/Client%20Letter%201%20Sweetie%20Cake%20Pops%20A.docx
The teacher may ask the following readiness questions to assist the students:
- Who is the client in this letter? (Sweetie Cake Pops)
- What is the problem? (They need to improve their recipe)
- Why would the company want your help? (Because most children like cake pops)
The teacher will then help the students group up into teams, set rules and explain how to work together as a team to the students.
Each group of students will then choose a team name that they agree upon.
Day 1 (Cont.):
On day one the teacher will continue the lesson by handing out a data sheet as follows:
Data sheet (Day 1): http://www.cpalms.org/Uploads/resources/73199/10/71/docs/Data%20Set%201%20Sweetie%20Cake%20Pops.docx
The teacher will then read aloud with all the students and clarify what a chart and data is.
The teacher will also explain data and assist the teams as needed.
After the students have had time to read the data and collaborate as a team, the teams will read aloud their choices and the teacher will assist students to give a brief explanation as to why their team chose their top choice.
The teacher may ask the following comprehension/readiness questions to assist the students:
- After looking at the data chart, what does your team think will be the most important category? (Students will answer)
- What information do you need to solve the problem? (Teams need to look at the categories and decide how they will rate the choices, their procedure)
- Do you agree with your classmates' answers? Why or why not?
Day 2:
On day two the teacher will pass out the student letter template that follows:
Letter Template (Day 2): http://www.cpalms.org/Uploads/resources/73199/10/72/docs/Student%20Letter%20Template%201%20Sweetie%20Cake%20Pops.docx
The teacher will give assistance when needed and collect the letters once the students are done or the time allotted is up.
The teacher will continue the lesson by handing out a second letter from the bakery, which will be read aloud to the students explaining that the bakery has added new information to look at.
Letter #2 from Bakery: http://www.cpalms.org/Uploads/resources/73199/10/74/docs/Client%20Letter%202%20Sweetie%20Cake%20Pops%20B.docx
The teacher can ask guiding questions and prompt answers if needed, guiding questions are as follows:
- Why do you think that?
- How do you know if you have an answer to the problem?
- Would your solution work in a different situation?
- What are the most important things to consider in your procedure?
- What are the strengths and weaknesses of each?
- Do you agree or disagree with your classmates' ideas? Why or why not?
If needed, the teacher will then introduce the mathematical objective of skip counting and do a mini lesson, including supplemental reading, "Skip Counting by Tens" song video. Then clarify all questions.
Day 3:
Starting on day 3 the teacher will hand out the new data sheet, read aloud with the students and explain the new categories in the chart.
Data Sheet #2: http://www.cpalms.org/Uploads/resources/73199/10/78/docs/Data%20Set%202%20Sweetie%20Cake%20Pops%201.docx
The teams will then review the data and the teacher will give assistance when needed.
The teacher will individually assess each student’s ability to skip count by tens.
The teams will discuss orally what choice they made and if their choice changed, with teacher’s assistance if needed.
The teacher may ask the following reflective questions to assist the students:
1. How did the new data change?
2. Did your first answer choice change? If yes how?
3. Can skip counting be useful in math? why or why not?
4. Do you think your team was able to help Sweetie Cake Pops company? why or why not?
Answers:
- With teacher assistance, students will look at new data
- Students will decide if their choice changed
- Yes, skip counting by tens can be useful. Teacher will further explain
- Students will decide if they think they were able to help
The teacher will then pass out the second student response letter template:
Student letter #2: http://www.cpalms.org/Uploads/resources/73199/10/81/docs/Student%20Letter%202%20Sweetie%20Cake%20Pops.docx
The students will complete this letter with the teacher’s assistance as needed.
After the students have finished or the allotted time is up, the teacher will collect the letters from the teams.
Day 3 (Cont.):
The teacher will then gather all the students to sit in a group circle and wrap up the lesson by discussing what they learned and revisiting guiding and comprehension questions.
Accommodations:
- ELL accommodations and extended time
- Teacher will assist in reading charts and data
- Teacher will assist students that cannot write by writing their oral responses for them, especially in the student letter template.
- MEA can be completed as a whole group
Extensions:
Teacher will assist with a skip counting by tens activity for class work reinforcement or homelearning http://www.cpalms.org/Uploads/resources/73199/AccomodationAndRecommendations/Extensions/docs/Skip%20counting%20extension%20activity.docx