# Budgeting and Food Inequity within Canada

Junior (Age 9 – 12)

## Curriculum Goal

Junior: Number

• Represent and solve problems involving the addition and subtraction of whole numbers and decimal numbers, using estimation and algorithms.

Junior: Data

• Collect data from different primary and secondary sources to answer questions of interest that involve comparing two or more sets of data.
• Display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs.
• Analyze different sets of data presented in various ways by asking and answering questions and drawing conclusions about the data
• Make convincing arguments and informed decisions.

Junior: Financial Literacy

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

## Context

• Students should be familiar with money notation, computation, and foundational graphs (e.g., bar graphs).

## Materials

• Grocery store flyers (online)
• Calculators
• Computers

## Lesson

• Inform students they have \$20 to buy ingredients to make dinner for their family. Provide students with flyers from local grocery stores.
• Have students repeat the activity using a flyer for a grocer that caters to a different demographic, but also somewhat local. It is important that the two stores have differing prices.
• Engage students in discussion about why price differences exist; consider topics of immigration, socioeconomic status/poverty, etc.
• Have students locate the grocery stores on Google Maps. Ask what they notice regarding the locations of the stores.
• Introduce students to the cost of food in Nunavut, which is significantly higher than elsewhere in Canada. The video provides a good overview of the cost disparity.
• Have students compare the price of specific grocery items (i.e., cereal, milk, bananas, etc.) between their local stores and the grocery stores in Nunavut.
• Have students graph these costs so that the differences are visible.
• Discuss the underlying causes of the drastic cost differences between Northern and Southern Canada.

## Look Fors

• Can students identify reasons why the cost of items differ between the two grocery options?
• Do students consider economic reasons for the price difference?
• Do students consider socioeconomic reasons for the price difference?
• When students graph the data, are they able to identify patterns in the price difference of items?
• Do students attempt to come up with ways to bring the cost of groceries down in Northern Canada?