Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Seventh Grade Mathematics •Unit 1
TE Learning Task: FIELD TRIP FUNDING
(Adapted from MAP Assessment Task)
In this task, students will analyze the results of a survey in order to plan a school trip.
STANDARDS ADDRESSED IN THIS TASK
MCC7.NS.2 Apply and extend previous understandings of multiplication and division of
fractions to multiply and divide rational numbers.
MCC7.NS.2a Understand that multiplication is extended from fractions to rational numbers
by requiring that operations continue to satisfy the properties of operations, particularly the
distributive property, leading to products such as
and the rules for multiplying
signed numbers. Interpret products of rational numbers by describing real-world contexts.
MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational
numbers
MCC7.NS.3 Solve real-world and mathematical problems involving the four operations with
rational numbers.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
BACKGROUND KNOWLEDGE
In order for students to be successful, the following skills and concepts need to be maintained:
• positive and negative numbers are used together to describe quantities having opposite
directions or values (e.g., temperature above/below zero, elevation above/below sea level,
debits/credits, positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
• rational numbers are points on the number line.
• numbers with opposite signs indicate locations on opposite sides of 0 on the number line;
recognize that the opposite of the opposite of a number is the number itself, e.g.,
, and that 0 is its own opposite
COMMON MISCONCEPTIONS
•
The phrase “Please Excuse My Dear Aunt Sally”, or more simply PEMDAS, is sometimes used to
help students remember the order of operations. Although this mnemonic may be helpful, it often
leads students to think that addition is done before subtraction and that multiplication comes
before division
MATHEMATICS  GRADE 7  UNIT 1: Operations with Rational Numbers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 2014  Page 79 of 110
All Rights Reserved
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Seventh Grade Mathematics •Unit 1
•
Students may need help with the order in which to complete the task. The total cost of
the trip must be found (including subtracting the $200 from the school) before the cost
can be divided among the class. Discuss how this would be set up and still maintain the
order of operations.
ESSENTIAL QUESTIONS
• How can the cost of a field trip be calculated and then divided evenly among the
attendees?
• Using data from a survey, how can you make decisions about location of a trip
and calculate the given cost. Can the data be used to determine which trip is the
most cost effective?
MATERIALS
• Student sheet
• Calculator (optional)
• Paper and pencil
GROUPING
Individual/Partner
TASK DESCRIPTION
In this real life situation, students will need to analyze class data to determine the most
appropriate field trip. They will then use the data to calculate the total cost of the trip using
given parameters. Once total cost has been determined, students will then divide up the cost of
the trip in order to figure out how much each student needs to pay.
Mr. Richards, a teacher from Bosworth School, plans to take 30 students on a school trip. Here
are the places they could visit:
The class votes on which place they would like to visit. Here are the results.
MATHEMATICS  GRADE 7  UNIT 1: Operations with Rational Numbers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 2014  Page 80 of 110
All Rights Reserved
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Seventh Grade Mathematics •Unit 1
Further Facts About the Trip:
• Buses cost $6.00 per mile
• The school fund will pay the first $200 of the trip.
• Teachers will go for free.
• Each student will pay the same amount for the trip.
Answer the following questions based on your given data.
1. Taking both first and second choices into account, where should they go for the trip?
Explain clearly how you came to your decision.
Solution: Strategies for tallying may vary. Deepest understanding may be
demonstrated by making the first choice worth two point and second choice worth one
point. Then create a tally chart for everyone’s votes. This strategy shows the space
show as the most popular choice. (See student samples for examples of ways to tally
the results.)
Zoo:
= $3.03
Prison Museum:
Space Science Show
2. How much will each person need to pay to go on the trip you have chosen? Explain
carefully how you decide?
Solution: 30 people at $10 entrance per person will cost $300. Buses will travel 10
miles at $6 per mile = $60. Total cost of the trip $360 - $200 (donated by the school) =
$160 cost for the students. Divided among the 30 students would be $5.33 each.
MATHEMATICS  GRADE 7  UNIT 1: Operations with Rational Numbers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 2014  Page 81 of 110
All Rights Reserved
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Seventh Grade Mathematics •Unit 1
3. Which trip would be the least expensive? How much would it cost per student?
Solution:
zoo $3.03 per kid (36*6 + 2.5*30 – 200 then divide by 30)
prison museum $5.33 per kid (30mi *6 + 6 *30 – 200 then divide by 30)
The zoo would be the cheapest trip.
Possible Grading Rubric
rubrics_day_out.pdf (http://map.mathshell.org/materials/download.php?fileid=1152)
Student Work
student_day_out.pdf (http://map.mathshell.org/materials/download.php?fileid=1153 )
FORMATIVE ASSESSMENT QUESTIONS
•
How do you use multiplying and dividing rational numbers in order to calculate your cost
for any given location?
DIFFERENTIATION
Extension
• Take a poll of your class and perform the calculations again based on the results.
• Have students work in groups or pairs in order to find a field trip location. They can use
the same parameters for bus cost and teacher cost, but will need to research entrance fees
and mileage for the location.
Intervention
• Change the class size to a smaller number in order to make the calculations more
manageable.
MATHEMATICS  GRADE 7  UNIT 1: Operations with Rational Numbers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 2014  Page 82 of 110
All Rights Reserved
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Seventh Grade Mathematics •Unit 1
SE PERFORMANCE TASK: Field Trip Funding
Mr. Richards, a teacher from Bosworth School, plans to take 30 students on a school trip. Here
are the places they could visit.
The class votes on which place to visit. Here are the results.
Further Facts About the Trip:
• Buses cost $6.00 per mile
• The school fund will pay the first $200 of the trip.
• Teachers will go for free.
• Each student will pay the same amount for the trip.
MATHEMATICS  GRADE 7  UNIT 1: Operations with Rational Numbers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 2014  Page 83 of 110
All Rights Reserved
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Seventh Grade Mathematics •Unit 1
Answer the following questions based on your given data.
1. Taking both first and second choices into account, where should they go for the trip?
Explain clearly how you came to your decision.
2. How much will each person need to pay to go on the trip you have chosen? Explain
carefully how you decide?
3. Which trip would be the least expensive? How much would it cost per student?
MATHEMATICS  GRADE 7  UNIT 1: Operations with Rational Numbers
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
July 2014  Page 84 of 110
All Rights Reserved