The purpose of this activity is to engage students in solving a financial problem using decimal arithmetic techniques.

The background knowledge and skills that need to be established before and/or during this activity are outlined in the diagram below:

Click to show example questions for each heading

This activity may be carried out with step by step guidance, or by allowing the student to follow their own method of solution. The approach should be chosen in sympathy with students' skills and depth of understanding.

A year 8 class is making a fundraising stall for the school fair.

They have decided to make chocolate coated strawberries in white, dark and milk chocolate and to present these in boxes made from origami.

The goal is to raise at least $250 for the school. They plan to sell boxes of six strawberries for $2.

The local supermarket sells punnets of a dozen strawberries for $2.50, and cooking chocolate for $3.95 per bag.

A bag of chocolate should be enough to coat two dozen strawberries.

The boxes take one sheet of coloured paper (10 cents) to make.

Is this plan going to work?

How could it be modified to make this fundraising goal realistic?

### The procedural approach (show more)

- The student is able to follow a series of steps to find the solution to a price setting problem.

### The arithmetic approach (show more)

- The student is able to explore, with appropriate calculations, to solve a problem involving proportional reasoning.

### The conceptual approach (show more)

- The student is able to find the solution to a proportional reasoning problem in context.