Comparing Food Prices

Curriculum Goal

Financial Literacy

Estimate and calculate the cost of transactions involving multiple items priced in dollars and cents, including sales tax, using various strategies

Data

Collect data, using appropriate sampling techniques as needed, to answer questions of interest about a population, and organize the data
Select from among a variety of graphs, including stacked-bar graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs

Number

Use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations
Describe relationships and show equivalences among fractions, decimal numbers up to hundredths, and whole number per cents, using appropriate tools and drawings, in various contexts

This is an introductory lesson looking at the influence of taxes and geographical location on the cost of food. Concepts learned in this lesson are foundational to exploring food prices in remote Northern Ontario.

Large graph paper
Markers
Backgrounder: Taxes in Ontario (Appendix A)
Chart: What’s HST Taxable (Appendix B)
Chart: Different Food Prices in Southern Ontario (Appendix C)
Example chart: Comparing the cost of a food item across four regions (Appendix D)

Introduction

Explain to students that they will explore and record food prices from different cities within Southern Ontario and calculate taxes on food prices.
Discuss sales tax, the concept of HST (8% provincial; 5% federal), and what taxes are used for (Appendix A).
- For example, different foods will be taxed differing amounts (Appendix B). Basic groceries are not subject to HST, but snack foods are (for a comprehensive list, see Ontario’s food and beverages chart). Discuss with your students why this might be the case.
Brainstorm with students the best way to visually represent the food items, their prices, and the portion of the price dedicated to taxes.
- Students may suggest different types of graphs, but the class must come to a conclusion on the best way to represent the data so that their graphs can be compared.

Lesson

Split students into four or five groups. Each group is responsible for gathering data and graphing the prices of one or two food items. For example, one group graphs the cost of apples in four different cities.
Give students food prices from different grocery stores within Southern Ontario (Appendix C). Students can source prices from various Southern Ontario grocery stores.
Ask students to record the price of the assigned food items and the taxes.
- Each group should visually represent their data in the same way. For example, food items listed on the x-axis and price on the y-axis (Appendix D). This allows for easy comparison between food items.
- Ensure students include the unit price and HST separately for easy comparison of what portion of the cost is due to the food item and what portion goes to taxes.
When groups are finished, display each graph and ask students to make observations about the different food items, the prices in each city, and the proportion dedicated to taxes compared to the unit price.

Conclusion

Discuss what may influence the fluctuation of food prices.
- Examples include geographical location, availability of a particular food item depending on the season, taxes etc.f

Can students calculate the taxes on different food items?
How do students suggest visually representing food price data?
Can students accurately translate data from their chart to a graph?
What observations do students make when comparing different food items from different cities?