Create a Hot Dog Stand Project Based Learning-Long Division and More!!!

Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
Create a Hot Dog Stand Project Based Learning-Long Division and More!!!
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(1 MB|24 pages)
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In this PBL packet students will plan a hot dog stand for the staff of your school.  The driving question is, “How can we create and run a hot dog stand for teachers?”

Math Skills Included: Long Division, subtraction, addition, rounding, area and perimeter, 

Activity #1: Students will brainstorm what they think we need to do in order to run our own hot dog stand for our school. 

Activity #2: Students will need the internet to research different brands of hot dogs.  They will need to do long division to figure out the price per hot dog of various brands. 

Activity #3: Repeat activity 2 for chips. 

Activity #4: Repeat activity 2 for drinks. 

Activity #5: Repeat activity 2 for other random items they might want to sell. 

Activity #6: Students will decide what they want to buy for their hot dog stand based on their research. 

Activity #7:  Students will think about other items we need to buy that we wouldn’t charge for. (Plates, napkins, etc…)  This requires long division. 

Activity #8: Students will use what they learned about how much each item will cost us and will decide on prices we should charge and how much profit we will make.  Students will use subtraction to complete this activity. 

Activity #9: Students will then make up sample orders to make sure we can add quickly when we have our customers. They will also round to the nearest dollar to check accuracy.  You can then cut apart some of the student samples, write a number 1-24 on them and lay them around the room as a scoot game. Have students use the answer sheet to answer each other’s problems. 

Activity #10: Students will make up 3 meal deals complete with calorie counts.  They will also think about what the total would be to buy the items individually and then think about how they could maybe make it cheaper as a meal deal. 

Activity #11: Brainstorm what else they need to do to run their hot dog stand. 

Activity #12: Students will design the layout of the hot dog stand area.  They will need to calculate the area and perimeter of each item. Students may have to scale depending on how big the area is you are doing it in.  

Activity #13: Students will make a menu for their hot dog stand using the check-list provided.  

Activity #14:  Have the hot dog stand for your school.  You may need extra days to work out logistics with students.  I would suggest a parent note asking for donations or taking out a loan from your school PTO! 

Log in to see state-specific standards (only available in the US).
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Total Pages
24 pages
Answer Key
Not Included
Teaching Duration
3 Weeks
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