WV State Standards: Math: CM.5.2, CM.2.1, CM.2.4 National Standards:  Math: 1, 2, 6 Economics: 1, 2 Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 21st Century Skills: Learning and Innovation Skills  Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Life and Career Skills Flexibility & Adaptability Productivity & Accountability

Overview:

BERRIES = CASH Scenario

You live on a remote mountainous region and grow berries that are currently worth a great deal of money.  The economy is in a downturn; you have no car or any wheeled transport system.  If things were not bad enough, a persistent fungus has wiped out most of the berries and many other crops in your region.  Luckily, several of your berry bushes have been spared and you have a harvest of 45 lbs. of berries to get to market 15 miles across the mountains.  If you can get your berries to market you can make a lot of money and hopefully purchase some much needed items that you and your neighbors could use.  The only way you have to get them to market is to carry them in a backpack.  The backpack will hold only 15 pounds (15 one-pound bags, as you do have paper bags) of berries, the maximum number you can carry at a time.  To walk across the rugged terrain in the sweltering heat wave (temperatures of 100 + degrees Fahrenheit) you will need fluid and sustenance which is supplied by the berries you carry.  You must consume one pound of berries for every mile you walk in either direction in order to stay hydrated and nourished.    

Your challenge is to find a way to get as many one-pound bags of berries as you can to market so you can make the maximum amount of profit to bus goods in town.   

Objective(s):

• The students will use problem-solving approaches to investigate and understand mathematical and economic content.  They will be able to read and evaluate a situation, make decisions, and experiment to find a successful problem solving solution

• Economic Concepts – Trade promotes economic progress; People earn income by helping others.

Time Required:

One or two 45 minute class periods, depending on how well the students debate their results and ideas.

Pre-Requisite Skills:

Basic graphing skills, Team work skills, Math calculation skills

Digital Whiteboard, or standard whiteboard/chalkboard

• 45 lunch-sized Brown paper bags per group – or something to represent the bags

• Enough paper berries or marbles or something to represent the berries to add a few to each bag per team

• Graph paper for recording data

• A printed copy of the overview scenario

1. Distribute the student scenario sheet.

2. Have the students read the scenario and discuss possible strategies among themselves for getting berries to market. Remind them that for every mile they walk (in any direction) they must consume or dispose of one bag of berries (simulates 1 lb.).

3. Give each group 45 bags, a sheet of graph paper for students to work out possible solutions doing paper and pencil math brainstorming and or physically experimenting with materials.  Give the students adequate time to discover ways to get one or more pounds of berries to the market.

4. After the students have had time to solve the puzzle at least one way, allow them to lead a discussion sharing what they have found.

5. Answer their questions and probe for understanding:

·         What do you need to do in order to get one or more pounds of berries to market? 

·         How many do you think you can get to market?

·         How did you reach your solution?

Solutions: There are three steps which are necessary to solve this problem completely. 

·         The first is that you can put down some of the bags of berries at points along the way and pick them up at another time.   

·         The second step involves trying various combinations and distances of stops to get the berries to market. 

·         The third step which allows you to get the maximum number of berries to market is realize that you must always fill your backpack and that you must never leave any berries at your farm or the stopping points when you leave for the last time. 

·         The greatest number of berry bags you can get to market is 8.  This can best be achieved by carrying the first 15 bags to mile stop 3 where you will leave 9 bags ~ you will have consumed three on the way out and will need three for the walk back~.  You will pick up another 15 bags to carry to mile stop 3 where you will again leave 9.  On your third and final trip from the farm you will be able to leave 12 bags giving you a total of 30 bags at mile stop 3.  From mile stop 3 you will again head out with 15 bags and deposit 5 at mile stop 8.  You will go back to mile stop 3 to pick up the remaining 15 and have 10 to deposit at mile stop 8.  Your total to carry on to town will be 15.  By the time you get to town you will have 8 pounds of berries to sell. 

    6.  Tell the students that they must decide what to charge for their berries when they get them
         to the market.  What should you do first?

Possible scenario:  Find out what it will cost you for the items you wish to take back for your family and to sell to your neighbors.  Are there any luxury or other items that would sell back home that you may be able to buy?  Based upon the economic conditions, how likely is it that luxury items will be cheap?  Once you have determined your strategy you will place your berries on a table at the town-square market and wait for people to make an offer or should you set a price first? 

• To extend, discuss the effect of shortages on prices of goods.  Ask the students to explain how supply and demand may be a cause for the current rise in the price of gasoline.
• For struggling students, the teacher can assist and direct more throughout the lesson and allow use of calculators.

Problem solving can take on several forms.  Please encourage your students to get to the answer any way they wish.  Some will make a chart; some will use bits of paper to simulate bags of berries, etc.  Whatever they want is OK as long as they are working towards the goal.  Have fun with this great lesson. 

The students will write a three paragraph scenario of how they marketed their berries and how they determined a price, how successful they were in selling the berries, and finally what products they bought to take back that were needed in the community and what luxury items they were able to buy to take back for sale for extra profit.