Students will rank fast food restaurants from best to worst based on their nutrition, price, and distance to sport field. Students will need to be able to add, subtract, and multiply decimal numbers. Given the first data set, students will come up with a procedure for ranking restaurants based on the prices and nutrition information given. Students will need to consider what is more important, price or nutrition. They will also need to determine what nutritional elements are more important to consider (fat, calories, sodium). Because some ties can occur, students will have to make tradeoffs for nutrition or price. Given the second data set, students have to reconsider their procedure when given price and coupon information along with distance to the restaurant and budget.
Lesson Plan Template: Model Eliciting Activity (MEA)
Before the lesson, the teacher will need to ensure that students are able to add, subtract, and multiply decimal numbers. In order to do so, teachers should provide an entrance card in which multiplication of a whole number and decimal number is used (for example 3.25 x 4). During the lesson, students will be required apply their knowledge of calculating with decimals.
Comprehension and Readiness questions (see Comprehension/Readiness Questions sections) should be used during the lesson for both reading passages and data sets in order to make sure students understand the problem, context, and information given.
Feedback to Students
As students are working, several questions may be used in order to give feedback to students:
- How is what you are doing essential for solving the client's problem?
- What is another way you could solve the problem mathematically if you are stuck?
- How might someone disagree with what you are saying?
- What criteria do you need to think about in order to meet the client's expectations?
The teacher will use the following rubric to assess whether students reached the desired learning targets.
Answer key for final calculations can be found here.
- Calculate the cost of meals using mathematical operations with decimal numbers.
- Decide which fast food restaurant is best considering cost, nutrition, and distance.
- Write a letter to the client describing their procedure for decision making.
Students need to be able to:
- Use 3 mathematical operations (addition, subtraction, multiplication) using decimal numbers in order to solve problems
- Read and interpret a data table
- Explain and justify their thinking
Part 1 (Days 1 and 2)
- Ask students the formative assessment (see Formative Assessment section) and provide a review if needed.
- Provide a copy of the informational text (see Supplemental Reading) to each student and ask students to highlight vocabulary they don't understand. Afterwards, lead a class discussion focused on clarifying confusing vocabulary and following the discussion questions provided with the reading.
- Students receive client letter 1 (Reading passage 1) and data set 1.
- The teacher can ask the readiness/comprehension questions (see Readiness questions) to lead a discussion with students. After students understand the task, they can begin to work in teams of approximately 3-4.
- In teams, students work on the problem and respond to the client with the requested letter.
- As students are working, the teacher circulates to each team to ask the first set of Guiding/Reflective Questions and address any issues that may arise. Teachers can provide guidance using the reflective questions to help students determine the important factors and start thinking about how they can present their solution.
Part 2 (Day 3)
- Students receive the client letter 2 (Reading Passage 2), and data set 2, along with their work from part 1.
- Teams test, evaluate, and revise their first procedure as necessary with the second data set and provide the requested second letter.
- If teams finish early, they can begin preparing their presentations. The teacher should remind students that the presentation is not about revealing correct answers (mathematically); however, it is about revealing the students' thinking process.
- After all of the teams have completed their second letters to the client, the teams will present their results to the rest of the class.
To provide students with background between the link in eating fast food and weight, the teacher can provide students with the following article from Sciencenewsforkids.org
Title: Fat weighs heavy on the brain
Summary: This informational text provides information on how obesity interferes with memory.
Citation: Ornes, S. (2011). Fat weighs heavy on the brain. Retrieved from: http://www.sciencenewsforkids.org/2011/04/new-study-shows-obesity-interferes-with-memory-thinking-and-reasoning/
*This article may need to be read by the teacher to the students, as the reading level is higher than 5th grade expectations. The teacher could provide the article and highlighters for students to highlight any confusing vocabulary. The teacher can hold a class discussion to go over vocabulary and content of article.
- What is your opinion about the case study you read about?
- What are some factors that could contribute to a person being obese? (choices of food, lack of exercise, heredity)
- How might these factors be different for children and adults? (harder to change habits of adults, children don't do the grocery shopping, some kids like junk food,some kids don't play outside, adults are busy working)
Reading Passage 1
Fast Food Problem Statement 1
- Who is our client? (the busy mom)
- What is the problem we are trying to help our client with? (choosing a fast food restaurant for her kids to eat at before soccer)
- What information are we given in order to help us solve the problem? (restaurant name, what's in the meal; cost of the meal; fat, calorie, and sodium content; and definitions of fat, calories, and sodium
- What things do you need to make sure you have in your letter to the client? (ranking of restaurants based on the data given and a detailed procedure of how the procedure for ranking)
- Do you think there is one correct answer to the client's problem? (no, there are many factors to consider)
- What math might you need in order to solve the client's problem? (math operations, knowledge of nutrition)
Data Set 1
Fast Food Restaurant Data 1
Letter Template 1
Letter Template 1
See Readiness Questions
Reading Passage 2
Fast Food Problem Statement 2
Data Set 2
Fast Food Restaurant Data 2
Letter Template 2
Letter Template 2
Additional Instructions or Materials
*All images are from Microsoft Clip Art"
Reflection question 2
- What new information do we have? (whether there are coupons to use, the distance from the restaurant to soccer field)
- How might this new information help us? (the mom is conscious of money and time and now she's on a budget)
- Is there anything we might need to calculate in order to help our client? (new cost of meals with coupons, total distance to soccer field)
Accommodations & Recommendations
- If students with special needs are unable to calculate using decimals on their own, the teacher can provide a calculator. However, this would change the assessment rubric criteria.
- If a student get stuck and is unsure of what to do, the teacher should provide a review of the meaning of operations and why addition, subtraction, and multiplication might be used in various situations.
- If students are advanced and finished early, the teacher can have students compare distances of restaurants to the soccer fields.
Possible extensions of this lesson would relate to the article information as well as the data sets provided for students. The students could write a persuasive piece (letter, essay, presentation, etc.) about the importance of choosing healthy meals using the information provided to them.
Suggested Technology: Microsoft Office
The Math Practice Standards addressed in this MEA are:
Standard 3: Construct viable arguments and critique the reasoning of others.
Standard 6: Attend to precision
Source and Access Information
Name of Author/Source: Heather Williams
District/Organization of Contributor(s): Volusia
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.