Resource Type

File Type

Product Rating

Standards

CCSS5.NF.B.7

CCSS5.NF.B.6

CCSS5.NF.B.4

CCSS5.NF.B.3

CCSS5.NF.A.1

- Product Description
- StandardsNEW

In this PBL packet students will plan a breakfast business for the staff of your school. The driving question is, “How can we, as entrepreneurs, create a profitable breakfast business?”

Math Skills Included: Multiplying Fractions, Adding Fractions, Dividing Fraction, Long Division, and Subtraction. This is more enrichment for the fraction parts!

Activity #1: Students will brainstorm what they think we need to do in order to run a breakfast business.

Activity #2: . Students will explore how to multiply fractions by “pretending” to need a provided recipe for several batches. They will do this with 3 of the recipes provided. (NOT ALL THE RECIPES)

Activity #3: Students will have to add and divide fractions to figure out how many servings each recipe makes. (There is a sheet for all the recipes provided for this but you can choose how many you think your students need to do.)

Activity #4: After students have gotten some experience with everything that goes into making multiple batches they will need to decide and write an opinion paragraph about it they think they should buy items premade or make the items they are going to sell.

Activity #5: Students will pick their top 5 items they want to sell and will work together to figure out how to compile everyone’s information so we know what to actually sell.

Activity #6: Students will need to research on the internet to find the items we will actually buy and will divide to figure out the price per serving for each item.

Activity #7: Students will brainstorm what other items we need. (Plates, napkins, etc…)

Activity #8: Students will use subtraction to figure out how much we should charge to each item and what profit we would make.

Activity #9: Students will brainstorm anything else we need to do and will create a menu using the check-list provided.

Activity #10: Have the breakfast business at your school. You may need to add in items as a result of planning for your specific school. We used our menus as order forms and had teachers turn them a few days before. Then we delivered their items to them in the morning like room service!

Log in to see state-specific standards (only available in the US).

CCSS5.NF.B.7

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

CCSS5.NF.B.6

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CCSS5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS5.NF.B.3

Interpret a fraction as division of the numerator by the denominator (𝘢/𝘣 = 𝘢 ÷ 𝘣). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

CCSS5.NF.A.1

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, 𝘢/𝘣 + 𝘤/𝘥 = (𝘢𝘥 + 𝘣𝘤)/𝘣𝘥.)

Total Pages

33 pages

Answer Key

N/A

Teaching Duration

3 Weeks

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