Supermarket sweep: Day 2

Students will participate in a supermarket game and follow a shopping list. Students will compare the quantity of items “purchased” and graph results. Students will also learn a song about shopping in a supermarket.

A lesson plan for grades K–1 English Language Development and Mathematics

By Angela Hunt and Melody Holmes

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Related topics

• Learn more about English language learners, addition, arithmetic, graphing, hands-on, kinesthetic learners, mathematics, shopping, and sorting.

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Learning outcomes

Students will:

• identify numbers and words to use in an everyday setting.
• follow a grocery list and “pick up” items listed.
• color in the appropriate number of items for each food category on the activity sheet.
• compare quantities of items and add with the teacher.
• answer question “Who has more?” when comparing two students.
• add total of two classmates’ groceries.

Teacher planning

Time required for lesson

40 minutes

Materials/resources

• Brown lunch bags
• Food shapes: bread | fruit | meat | milk | veggies
• Graphing Activity Sheets: Let’s Graph Groceries and Let’s Graph Groceries #2
• Crayons
• Transparency of song
• Grocery Lists

Pre-activities

Review grocery items and categories such as: milk, meat, vegetables, fruit, and bread.

Activities

1. Place brown bags with students’ names on desks prior to beginning of class. Print out small grocery list and put one in each students’ bag.
2. Place food shapes in various places around the room (not hidden).
3. Students are instructed to take out grocery lists and look at them. Ask if they have seen grocery lists before and for what they are used.
4. Hold up a meat cut-out and instructs the class to repeat the word “meat.” Teacher then instructs class to copy the first word on their grocery list (which is meat).
5. Continue this process with the rest of the words (bread, veggie, fruit, and milk).
6. Afterwards, say, “You all have grocery lists because today we will be going shopping.” Inform the class that each list is different and has a different number beside each category. When instructed they will have three minutes to find the correct number on their grocery list of each food cut-out. Reassure the students that they may not necessarily find all of the food in the time limit, and that’s okay.
7. Send students off with brown bags and lists. After three minutes, flash the lights or signal in some way that they must return to their seats.
8. Once students are seated, project the activity sheet and your own pre-made bag to demonstrate how to add the items for each category and color in appropriate column.
9. Students will be given the Graphing Activity Sheet and must count the number of milks, breads, fruits, veggies, and meats and color in appropriate number on the sheet.
10. When they have finished, call on two students. Ask, “How many meats do you have?” Students responds, “I have __ meats.” Once you have two amounts, say and write: “Danny has four meats and Gabriela has two meats.”
11. Pose the question: “Who has more?” Call on a student to give the answer. “Great, you’re right! Danny has more.”
12. Repeat: “Danny has four meats and Gabriela has two meats. How many do they have in total?” Write 4 + 2 = ___ on the board. Encourage Danny to hold up his four meats and Gabriela to hold up her two meats. As a class, everyone counts to six. Write six in the blank on the board.
13. Continue with a few more examples for each category.
14. “Haven’t we had fun shopping today? Now you can help your mom or dad with their shopping list!”
15. Project the lyrics to the song, “We’re Going to Buy Food Today.” Instruct students to hold up the correct food item and wave it around as we sing the song together.
16. Sing song to the tune of “Mary had a Little Lamb.”

Assessment

• Check to see that correct number of foods are chosen and placed into each bag.
• Check Let’s graph groceries graph sheet.
• Listen for students to answer “More” or “Less” when asked.
• Listen for students to provide answer to math addition sentence.

Supplemental information

• Make sure that ESL students know that grocery store and supermarket are synonyms as well as grocery list, shopping list, grocery cart, shopping cart.
• The shopping lists attachment at the bottom contains 4 different lists for native speakers and 2 different lists for ESL students.
• Veggies, milk, bread, fruit, and meat are the names of the attachments used for food that is placed around room.
• Let’s graph groceries attachment is the graph used for native speakers and Let’s graph groceries #2 attachment is the graph used for ESL students (it includes pictures).

Modifications

1. Model how to use shopping list and look for food for ESL students.
2. Give ESL students the different Let’s graph groceries sheet #2 so that they can see the picture and not only the word.
3. Allow student to point to answers (using non-verbal communication) to respond.
4. When asking ESL student “How many ____ do you have?” be sure to show the picture again of that food item.
5. Model how to respond: “I have ___ meats, fruits, etc.”
6. Allow ESL students to make association between picture and food name again before singng the song.

Alternative assessments

• Listen for students to use the phrase “I have” correctly.
• Make sure student was able to write first and last name on the Let’s Graph Groceries Activity Sheet and Shopping List.
• Watch for student to hold up correct food instead of singing all the words to the song.

Critical vocabulary

• milk
• meat
• veggie or vegetable
• fruit
• bread
• total
• use of he/she has
• use of I have
• plurals of foods
• add
• shopping list

Comments

This plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.