Multiplying and Dividing Decimals Project Based Learning

Multiplying and Dividing Decimals Project Based Learning

Can be used for 6th – 8th, Higher Education
Mostly used with 5th and 6th students.

Includes: PDF, 15 pages

Description

Distance Learning Printable Math Activity Independent Work Packet to send home with students!

Food Truck Project PBL

Engage all of your learners with this Food Truck Festival PBL! This decimals activity is great for students to practice adding, subtracting, multiplying and dividing decimals. This math project is great for any age, but it’s particularly fun for 5th-8th-graders.

It is possible to differentiate this activity by asking students to research the same items for a food truck. Students will be asked to choose foods with a limited number of ingredients and round up the nearest dollar.

This activity works well for small groups, whole classes, and even whole classes. Students can take it home to practice, and then return to school to continue the activity. There are many choices!

You should keep this activity in your emergency sub binder.

If you don’t have an Emergency Sub Binder yet, check this one out.

Instructions for an Emergency Sub Binder are included!

  • 1) Cover
    • Print Pages 2-17 for students, you can differentiate for student age by printing these with one slide per page since younger students write bigger and need more space, or two slides per page if they are older.
  • 2) Student Cover
    • a) Have students write their name on this page inside the food truck.
    • i) Introduce Project
    • ii) “How many of you have ever seen a food truck or heard of a food truck festival?” Today we are going to start our food truck festival and to do that, we are going to have to do a bit of research.”
  • 3) Business Plan
    • Students will need their computers/iPads out so they can research:
    • Why are designs and logos important to a business?
    • Ask students to help you answer this question.
    • Spend some time looking into different food truck businesses. What are your ideas about a food truck?
  • 4) Business Plan
    • Students will choose their business name, logo, and a food truck design.
    • This is just a rough draft, they will work on their final product later
  • 5) Menu Brainstorm
    • Before students do this page, discuss what they noticed when they were researching. What were your favorite food trucks? What foods did they sell?
    • Explain to students that there are four types of the same food item. A hamburger truck might offer a plain burger as well as a cheeseburger or bacon cheeseburger.
    • List on the white board foods that can be sold in four different stages
    • The burgers, ice cream, tacos, hot dogs, snow cones, lemonade, etc.
  • 6) Shopping List
    • This might be the hardest slide. You can find grocery store ads or sites like Walmart and Target that will help you calculate the cost of every item you are going to buy. Don’t forget they also need napkins and utensils. Remind them to count each serving and to calculate their unit cost.
  • 7) Itemized Selling Price
    • The first two columns students will just be transferring over their items from the previous page. The next step is to decide the price each item should sell for. Have a discussion about what people are willing and able to pay. You can talk about how napkins and utensils may seem free at food trucks but that the owners still have fork out. This cost must be added to the total meal cost.
  • 8) Menu
    • Pages 7 and 8 are the same, except for it asked the students to list the four levels of their item. Example: A plain hamburger or a cheeseburger. Each menu item should include the selling price, unit costs, ingredients, and ingredient list. Next, they’ll need to calculate the menu price as well as profit for each menu item.
  • 9) Menu Design
    • Students will use page 9 to design their menu and list their final prices
  • 10) Food Trucks
    • Students will use this page to decide which food truck they would like to purchase
      • i) Standard Stand
      • ii) Standard Cart
      • iii) Food Truck Trailer
      • iv) Deluxe Food Truck
  • 11) Pages 11-14 will be used for students to design whichever food cart they decide to finance.
  • 12) Extension: Students can also use cardboard, shoe boxes and construction paper for their food carts.

OTHER ACTIVITIES:

If you are looking for more math practice activities, please be sure to check out my Touch Down Division Football Activity! This book is my favorite!

TERMS OF USE:

The pages can be reproduced only for classroom use. These pages can’t be used to create schools or commercial uses.

THANK YOU!

Thank you for purchasing my teaching materials. I am very grateful for your purchase and hope you enjoy using them in class.

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QUESTIONS:

Lastly, if you have any questions or if there are any mistakes, be sure to email me at [email protected] so I can fix those immediately and leave a review so that you can get credit towards your future purchases.

Thanks again,

Kayla

My students loved being able to create their own food truck to practice decimals. Some claimed that they had completely forgotten how to do math.

I keep copies in my subfolder as a no prep activity. It doesn’t take long if you do it right. My students loved it

Standards

Model with mathematics. Mathematically proficient students can use the mathematics that they have learned to solve everyday problems in their lives, at work, and at home. It might not take much to write an equation to describe a situation from the elementary grades. Middle-grade students might use proportional reasoning to plan events at school or analyze community problems. High school students may be able use geometry to solve design problems or use functions to show how each quantity of an interest is dependent on the other. Mathematically-skilled students are able apply their knowledge to make assumptions. Approximations can be used to simplify complex situations. They can determine the most important numbers in a situation and map them using graphs, flowcharts or formulas. They can mathematically analyze these relationships to draw conclusions. They use their mathematical skills to analyze the situation and determine whether or not the model can be used.
Fluently divide multi-digit numbers using the standard algorithm.
Read, write, and compare decimals to thousandths.
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. For powers of 10, you can use whole-number exponents.
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

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