Lesson Cycle

Lesson Title/Topic: How much is it really going to cost me?

Concept: cost vs. total cost

Standards/Rationale: 111.26 (b) (1) (A)

Learning Target: Students will complete Assessment: complete total cost worksheet
total cost worksheet by researching 4 fixed
and 2 variable costs of real world items
with 80% accuracy.

Materials:
 PowerPoint slide for bell ringer
 PowerPoint presentation for teacher input and sheets
 10 items (attached)
 Worksheet
 3 items for independent practice (attached)

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:  Answer bell ringer
 Have slide showing store bought  Discuss how math functions in the
high end slime and a list of the real world
materials needed to make slime.
 Have students answer bell ringer on
bottom of slide
 Mention that just because one
option is cheaper doesn’t mean it is
the option we choose.
 Discuss additional factors that may
affect their decisions (i.e. making
slime is messy)
 Link the idea of using mathematics
with real world scenarios to come
to an informed decision

Teacher Input:  Answer question related to cost and

 Ask “how many would want to buy total cost
the new iPhone X today”
 Ask “how much does the phone  Discuss the difference between
cost” variable costs and fixed costs
 call on one student ask, “does this  Research costs of purchasing
accounts for the total cost” iPhone X
 Relate the idea of walking into  Formulate a total cost function
sprint with the money for the
phone.
 Ask “What other expenses may
arise?”
 Have students discuss with table
group for 2 minutes what other
costs they may encounter.
 Have each group give two examples
 If not provided, tax, activation cost,
monthly bill, phone case, screen
protector, apple care should be
included.
 Provide slide with researched totals
 Mention that these are all
necessities to operate the phone. Is
that all you are going to want or
need to fully enjoy the phone.
 Introduce value added items. These
could include things such as;
wireless headphones, custom cases,
wireless chargers, iTunes, apps etc.
 Have students partner up with one
someone they haven’t talked to.
 Allow partners a few minutes to
look up on their iPads the cost of
some of the additional items or
accessories they may want.
 Discuss as a class the items they
came up with and their costs
 After listing out the various costs
have students underline the fixed
costs and circle variable costs
 Have students independently come
up with a cost function for
purchasing a new iPhone X. (TC=
FC+VC)
 As students finish allow 2-4
individuals to write their functions
on the board.
 o Note that they may be
different according to any
special features or items
they included.
 Ask students if the know how they
could find out exactly how much
money went in to the phone after
one year.
 Have students pair with someone at
a different table to discuss solutions
 Solve as a class two of the cost
functions written on the board by
inserting 12 in the variable costs.
 Allow a few minutes for discussion
on how they view buying a new
phone now, after working through
this example.
 Stress the idea of how we
mathematically came up with the
total cost of purchasing a new
iPhone X

Guided Practice:  Work in groups of 2-3 to determine

 Present 10 items to class total cost of assigned items
 Students will pair off , in groups of  Complete poster
2-3, and research costs for 1 item
per group (i.e. new Mac foundation,
Minecraft, VR goggles etc.)
o See attached
 Before splitting into groups, go
over instructions
 Each group will find the cost of the
item in store, discuss other costs
involved with purchasing, include
value added items, and categorize
costs based on fixed costs and total
costs.
 Emphasize to students that they
must dig deep to think about what
may be needed to utilize item (i.e.
you will need more make-up than
just foundation)
 Have students make a poster that
expresses the cost of their item.
  The poster will be made to
convince their parents/guardian to
allow them to buy the item.
 There should be a visual of item,
reasoning behind wanting to
purchase the item, total cost
function, and how they plan to help
come up with the money.

Independent Practice:  Work independently to complete

 Number students 1-3 total cost worksheet
 Present three more items for each
number
o See attached
 Pass out total cost worksheet
 Have students work independently
to research their assigned item and
complete worksheet to turn in
before class if time allows
Closure:  Discuss with fellow classmates the
 Mix-pair-share concepts of cost, total cost, variable
 Have students walk around the cost, fixed cost, and how it applies
room to real world problems.
 Call pair.
 Students will pair up with the
closest person they can high five
and discuss the question. “what is
the difference between cost and
total cost”
 Repeat mix and pair two more
times asking the questions “what is
the difference between fixed costs
and variable costs” and “how can
we use total cost functions in our
real-world decision making?”

Options:
Enrichment: Reteach:

Modifications/Correctives:

References: