Finally , the class engaged in role-play simulations to be prepared to handle such situations as providing customer assistance , handling difficult customers , calculating costs , applying coupons , giving change , providing an itemized receipt , handling customer returns and exchanges , and balancing the cash box after each work shift . The students also discussed how to determine store profits . They set store hours and planned and conducted a grand opening .
Handmade Product Trade Show
The teacher conducted a mini-lesson on preparing for a trade show . The mathematical topics presented included multi-step adding and subtraction , multiplicative reasoning , unit rate , ratio and halving contexts of division . These mathematical topics were addressed while addressing the following financial literacy topics : profit , promotions , market competition , overhead costs , and entrepreneurship .
The class worked together to help students prepare for the trade show . For example , a
Figure 2 . Cash register clerk making a transaction . fifth grader , Parker , proposed to the class , his idea of selling bracelets made on a rainbow loom . The class knew that Parker would need to present his product to students who would select the final vendors for the store . Parker presented the price per rubber band to the class . Using the number of bands presented , the class calculated and discussed the cost to build a variety of designs . With facilitation , the class determined that ($ 0.02 x n ), where n was the number of bands used would generate the cost of materials . Further class discussion generated concerns that the cost should include the $ 10.00 original cost of the loom used to weave the bracelet and generated this equation ($ 0.02 x n ) +$ 10.00 . Fellow students commented that this would indicate a loom was purchased for each bracelet . Parker , however , did not believe the loom should be a part of the costs because he received it as a birthday gift .
Figure 7
STEAMed Magazine
18
January 2017 Edition