Launch Our Company

Overview

Students will launch one shared class business for the next three days, using a lemonade stand as the model business. They will apply prior work on business names, logos, target markets, pricing, and teams while taking individual roles and solving measurement and money problems connected to a realistic business plan.

Learning intentions

Students will be able to:

• Explain how different roles work together to operate a business.
• Use addition, subtraction, multiplication, and division to solve business measurement and money problems.
• Participate in a collaborative discussion by listening, building on ideas, and speaking clearly.
• Organize information in a business-plan section with a heading, details, and supporting visuals.

Success criteria

• I can describe my business role and one responsibility.
• I can solve a business problem and explain my strategy.
• I can listen to a teammate and respond respectfully.
• I can contribute accurate information to our shared business plan.

Curriculum links

• Mathematics — solve word problems involving money, liquid volume, and measurement using the four operations and diagrams such as number lines.
• Speaking and Listening — participate effectively in collaborative discussions and build on others’ ideas.
• Writing — introduce a topic clearly, group related information under headings, and use illustrations when they help readers understand.
• Writing — complete a focused, discipline-specific business-planning task in one sitting.

Lesson structure (60 minutes)

1. 0–7 min · Business hook. Open with the lemonade business launch slides and show the question, “If our class had one hour to earn money, what would need to happen first?” Students silently list two needs, then share with a partner and volunteer ideas. Explain that the class will operate one shared lemonade company for the next three days and that every student will have an important role.

2. 7–15 min · Connect to prior learning. Display the class’s existing business name, logo, target market, pricing strategy, and team decisions using the lemonade business launch slides. Teacher briefly reviews each item and asks, “Who is our customer?” and “How does our price help our business?” Students turn and talk, then identify one decision that must be carried into today’s business plan.

3. 15–25 min · Model roles and math. Use the lemonade business launch slides to model a simple order: one customer buys 3 cups at $2 each, and each cup holds 8 fluid ounces. Think aloud while solving the cost and total volume, representing the volume with a number line or repeated jumps. Introduce the 12 roles: business manager, finance manager, sales manager, marketing manager, customer-service manager, inventory manager, purchasing manager, production manager, quality-control manager, design manager, recorder, and presenter. Students ask clarifying questions and identify which roles might need to communicate with one another.

4. 25–35 min · Assign and understand roles. Distribute the Group Role Cards and allow students to rank their first and second role choices. Teacher forms a balanced 12-person team, confirms that each student has one role, and explains that roles are responsibilities rather than job titles. Students read their role card, write one job they will complete today, and meet briefly with the students whose roles connect to theirs.

5. 35–50 min · Team business-plan build. Distribute the shared lemonade business plan worksheet. Students work in role-based pairs or individually to complete the relevant section: business purpose and customers, price and sales goals, materials and quantities, production steps, quality standards, marketing message, or record-keeping plan. Teacher conferences with groups and checks the math in the purchasing, finance, and production sections. Students solve at least two problems, such as “How much will 6 cups cost at $2 each?” or “How many 8-fluid-ounce cups can be filled from 1 gallon?” They must show an equation and a diagram, table, or number line.

6. 50–57 min · Share and improve. Return to the lemonade business launch slides for the team-share prompts: “What does your role contribute?” and “What information does another role need from you?” Each student gives a 20-second report. Classmates respond with one question or connection, and the recorder notes one agreed improvement to the shared plan.

7. 57–60 min · Exit check. Students complete the final section of the shared lemonade business plan worksheet: name their role, state one responsibility, solve one short money problem, and write one way they built on a teammate’s idea. Collect worksheets to form tomorrow’s starting point.

Resources

• the lemonade business launch slides
• the shared lemonade business plan worksheet
• the Group Role Cards
• Existing class business name, logo, target market, and pricing work
• Whiteboard and markers
• Pencils and colored pencils
• Calculator or teacher-prepared calculation checks
• Sample cups, pitcher, measuring cup, and play money, if available

Assessment

• During discussion, listen for students who can identify the target customer, explain a role, and respond directly to a classmate’s idea.
• Check business-plan sections for a clear heading, relevant details, correct operations, and a labeled equation or measurement representation.
• Use the exit check to identify students who need additional support with money, liquid-volume conversions, role clarity, or collaborative communication before Day 2.

Differentiation

• Provide sentence starters: “My role helps the business by…,” “I agree with ___ because…,” and “Our calculation shows….” Allow students to rehearse responses with a partner before sharing.
• Read role cards and worksheet directions aloud, pair developing readers with supportive peers, and provide a word bank with terms such as customer, cost, price, quantity, profit, volume, and responsibility. Use visual examples and manipulatives for students who need concrete support.
• Offer a reduced-number version of the math problems using whole-dollar amounts and repeated addition, while students ready for challenge compare two pricing options or calculate expected revenue for multiple customers.
• Assign roles collaboratively rather than competitively. Students may share a role responsibility with a partner, dictate ideas to the recorder, or present as a pair while still contributing an individual exit response.