Sweatshirt Profit Pop-Up

Learning Goals & Products

Learning Goals

Students will be able to calculate sweatshirt production cost, selling price, and profit using decimal operations and unit rates.

Students will be able to interpret customer survey data to identify design features and pricing preferences for a school sweatshirt fundraiser.

Students will be able to justify a sweatshirt pricing plan using cost, quality, demand, and profit margin evidence.

Students will be able to create and revise a sweatshirt concept prototype based on peer critique and stakeholder feedback.

Students will be able to collaborate to plan a team sweatshirt design and pricing proposal that supports the class trip fundraiser.

Students will be able to reflect on their math growth, teamwork habits, and next steps using an individual goal tracker.

Products

individual

Individual Sweatshirt Cost-and-Profit Analysis Sheet

Each student completes a decimal-based analysis for one sweatshirt design, showing production costs, a proposed selling price, expected profit, and evidence from a customer survey. The sheet also includes a short reflection on how feedback changed the student’s design or pricing thinking.

team

Team Sweatshirt Pricing Poster and Prototype Pitch

Teams create a shared problem statement, a revised sweatshirt prototype, and a pricing poster or slide deck for the Merch Market Showcase. The presentation explains how survey feedback, critique, and cost calculations led to the final design and fundraising plan.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can use provided price-list information and a simple cost plan to estimate the cost of making one sweatshirt and decide if a basic selling price could raise some money for our trip.	I can choose appropriate decimal operations to calculate production cost, compare possible selling prices, and explain how my calculations help me judge whether our plan is likely to raise enough money for the trip.	I can analyze more than one pricing option using data (cost, profit estimate, and quality/demand notes) to justify the best plan and identify what information or assumptions most affect my results.	I can refine my pricing plan by testing new calculations or revised assumptions with decimal accuracy, evaluate the impact on projected profit, and clearly explain the reasoning behind my final decision using evidence from our survey and cost charts.
Deeper Learning Competencies	Effective Communication	I can share my pricing and cost ideas with clear words and basic numbers (using decimals) and match them to what I’m trying to figure out for our trip fundraiser.	I can explain my math reasoning step-by-step in my pitch (including how I estimated costs and projected profit using decimals) and use customer survey results to describe at least one change I made.	I can communicate my pricing plan using evidence from the problem (cost, quality, and profit margin) and clearly connect how feedback from peers and the merchandise shop shaped revisions to my design and selling price.	I can present a polished pricing pitch that justifies my recommended selling price with multiple pieces of data (decimals, cost chart, and demand/survey results), responds to questions with respectful clarity, and reflects on how my communication improved through feedback.
Deeper Learning Competencies	Collaboration	I can work with my team by sharing ideas respectfully, taking a role, and following simple group steps during sweatshirt design and pricing tasks.	I can collaborate by listening to teammates, using shared-decision making (with roles and turn-taking), and explaining why I agree or disagree about design or pricing using evidence like survey results or cost numbers.	I can strengthen our team’s results by resolving disagreements in a respectful way, incorporating peer and business-owner feedback into revisions, and helping others stay on track using our goal trackers.	I can take leadership within my team by guiding critique circles, facilitating fair decisions and problem-solving, and consistently using customer feedback and decimal-based calculations to improve both our design plan and our pricing pitch.
Deeper Learning Competencies	Content Expertise	I can use decimal numbers from the vendor price list to estimate a sweatshirt’s production cost and choose a selling price that is based on those decimals, with some teacher or peer support I can show my work clearly enough that someone can follow how I got the cost and selling price.	I can calculate a sweatshirt’s production cost and projected profit using appropriate decimal operations and explain what each number represents (cost, selling price, profit) I can use customer survey results to adjust my pricing plan and describe how the change connects to demand.	I can build and revise a pricing plan that balances quality costs, profit margin, and customer demand using decimal calculations with accuracy and correct rounding I can justify my recommended selling price by comparing at least two pricing options using data from the price list and surveys, and I can revise my plan after peer/business-owner feedback.	I can design a complete cost-and-profit model for a sweatshirt plan that accurately uses decimals, includes a clear pricing strategy, and predicts profit for the trip under realistic assumptions I can use survey data and feedback to evaluate which option best meets the class fundraiser goals, then clearly communicate the evidence-based reasoning in my pitch and final display materials.
Deeper Learning Competencies	Academic Mindset	I can explain my role in the Trip Fundraising Challenge and show that I am trying different pricing and profit ideas using decimals, even when results don’t match my first guess I can record what I changed and why in my goal tracker after we discuss feedback as a team.	I can use evidence from costs, potential selling price, and customer survey responses to set a personal math goal and take next steps to improve my decimal calculations and reasoning I can revise my pricing plan and reflect on how my thinking changed after peer critique or the shop owner’s input.	I can persist when my pricing estimates don’t raise enough money by adjusting my approach (e.g., checking decimal operations, comparing pricing options, and using survey data) with growing independence I can clearly describe how my goal progress shows growth in both my math accuracy and my confidence to revise.	I can independently evaluate multiple pricing strategies to choose a plan that balances quality, cost, and profit based on strong evidence from calculations and survey results I can thoughtfully reflect on my math and learning identity using my goal tracker to set specific next-step targets for future tasks and pitches.
Deeper Learning Competencies	Self Directed Learning	I can use my individual goal tracker to identify one math and one teamwork habit goal, then follow teacher directions to check my progress after each work session.	I can use feedback from my teacher and peers to revise my decimal cost/profit calculations and pricing plan, and I can update my goal tracker with evidence of what improved and what I will try next.	I can independently monitor my goal tracker, ask specific questions when I get stuck, and use multiple feedback sources (peer critique and customer survey results) to make targeted revisions to my pricing pitch and calculations.	I can take ownership of my learning by setting clear next steps based on my goal tracker, using feedback to refine both my reasoning and accuracy (decimals, cost charts, profit estimates), and explaining how my revisions connect to customer demand and my chosen pricing plan.