- What are the recommended amounts of calories, carbs, fat, and protein?
- What math can be used to compare these nutrition facts?
- How can we tell if more students have decided to snack smarter?
- What does “% Daily Value” mean on a product label?
ACS (Real world applications; career connections; societal impact)
Applications – This challenge will allow students to apply this information to their real life by comparing nutrition facts and making better choices.
Career – This unit relates to the careers of nutrition, medicine, and chemical engineering.
Societal – This challenge will allow students to connect with their community by sharing their knowledge about nutrition.
Engineering Design Process (EDP)
Students are guided through the entire Engineering Design Process as they complete the Snack Smarter project worksheet. They will first brainstorm ideas, do research on the nutrition and cost of snack alternatives, refine their search and narrow down to one choice, “implement the solution” by conducting a student survey, refine, and communicate their results with a poster.
Unit Academic Standard
7.RP.A.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Activity 1: All handouts for activity 1 are found on the same document, including the answer keys. It can be found here, or on the hyperlinks below. The individual handouts can be found by using the document name listed below.
1. Discuss ways to improve the school and lead them to school lunches
2. Watch video on the Heart Attack Grill
3. Bring up nutrition – what do kids buy that they probably shouldn’t (hopefully leading to the big cookie)
4. Present the nutrition of the big cookie and ask if they think they could come up with a better snack – Eat This not That activity: Using the book Eat This, Not That! Thousands of Simple Food Swaps that Can Save You 10, 20, 30 Pounds--or More! and a doc cam, display two choices of food and have students write on white boards which choice they think is the better choice. Keep this book available for students to use during research.
5. Have students get on Today’s Meet to post guiding questions
6. Have students start brainstorming a snack replacement idea and narrow down to 3 ideas per group
1. Unit Pre-Assessment
1. Complete “Making Comparisons” handout together
2. “Writing Comparison Statements” with group – go over together or finish for homework
1. 3 Ratios and Rates stations
a. Independent practice: “Ratios and Rates Practice”
b. Online practice with ratios
c. Teacher-guided station: “Teacher-Guided Ratios and Rates Station”
d. Extensions available: “Ratios and Rates Extensions”
1. “Comparing Ratios, Rates, and Fraction” lemonade activity
2. “Ratio Comparison Practice” – finish for homework
1. “Finding Equivalent Ratios” notes
2. “Practice with Scaling Ratios” – finish for homework
1. Comparing ratios, percent, and fractions stations
a. Teacher-guided station: “Comparing Ratios, Percents, and Fractions Teacher-Guided Station”
b. Independent practice: “Comparing Ratios, Percents, and Fractions Practice Problems”
c. Online practice with comparing ratios
d. Extensions if needed: “Comparing Ratios, Percents, and Fractions Extensions”
Activity 2: All handouts for activity 2 are found on the same document, including the answer keys. It can be found here, or on the hyperlinks below. The individual handouts can be found by using the document name listed below.
1. “Comparing and Scaling Rates” together
2. Finalize snack choice and record nutrition facts, total grams, % daily value, price, cost (how many in each package?) on project handout sheet"
3. “Time, Rate, and Distance with Rates” for homework
1. “Unit Rates” notes together
2. Figure out unit rates for project (cost per serving, grams of protein, carbs, and fat per gram of serving) on project handout
1. Comparing and scaling rates stations
a. Independent practice: “Comparing and Scaling Rates Practice”
b. Teacher-guided station: “Comparing and Scaling Rates Teacher-Guided Station”
c. Online practice with scaling rates
Activity 3: All handouts for activity 3 are found on the same document, including the answer keys. It can be found here, or on the hyperlinks below. The individual handouts can be found by using the document name listed below.
1. “Making Sense of Proportions” notes
2. “Proportions Practice” in class/finish for homework
1. Proportions stations
a. Independent Practice: “Making Sense of Proportions Independent Station Practice”
b. Online practice with proportions
c. Teacher-guided station: “Making Sense of Proportions Teacher Station Practice”
d. Extensions: “Making Sense of Proportions Extensions”
Activity 4: All handouts for activity 4 are found on the same document, including the answer keys. It can be found here, or on the hyperlinks below. The individual handouts can be found by using the document name listed below.
1. “Notes on Percents” together
2. “Finding Percents of Nutrition” activity
3. Figure out your percents for homework/in class
1. “Nutrition Facts of a Giant Cookie” together
2. “Percent of Change and Markups & Markdowns” notes
3. “Percent of Change and Markups & Markdowns Practice”
4. Plan out surveys with class to administer to entire grade level or school for data on snack choices
1. Poster creation – create posters to display information and convince students to snack smarter.
Where the CBL and EDP appear in the Unit
Challenge Based Learning and the Engineering Design Process occur throughout the entire unit. Students will be working on planning their “smarter snack” along the way as they learn about ratios, rates, unit rates, proportions, and percents. On the first day, students will come up with the essential and guiding questions. After this, they will begin brainstorming their ideas. As they progress through the unit, they will begin to make calculations to come up with a snack that is mathematically more nutritious than the giant cookie. At the end of the unit, students will create poster to convince other students to choose their snack over the cookie.
- The relationship within the ratios is computed by subtracting one term from another, and then the difference is applied to the second ratio
- The sum of the two numbers in one ratio should be equal to the sum of the two numbers in the equivalent ratio
- “Magical Doubling” Method: Doubling (when doubling is inappropriate) one of the data of a problem in order to find an answer
- Inappropriately combining multiplication and addition to reach the answer
- The percent sign to the right of the numeral can be replaced by a decimal point to the left of the numeral; correctly applied 50% to 0.55 and incorrectly applied to 110% to 0.110
- Without knowing which operation to perform, divide if the quotient is an integer or otherwise multiply
- Students' strong part-whole notion of percent can lead to a serious misconception, making percents greater than 100 counterintuitive, since a part cannot exceed the whole
- Students translate percent symbol as hundredths, a quantity out of a hundred, per hundred, etc. This translation does not encourage students to think about relationships
- Students tend to ignore the percent sign completely, as if it had no significance whatsoever. Many of the students drop the percent sign and then reinsert it at will anywhere within the problem, making no distinction between 1/2 and 1/2% or 1/100 and 1/100%
- Lappan, G, Fey, James, Fitzgerald, W, Friel, S, and Phillips, E. Connected Mathematics 2: Comparing and Scaling. Boston: Pearson, 2009. Print.
- Learn Zillion (http://learnzillion.com/)
- CCSS Math (http://ccssmath.org/?page_id=67)
Results: Evidence of Growth in Student Learning
Standards that would be used for a high school unit:
- CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
- CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Activities that might accompany the unit for a higher level are activities that take the notion of proportions on to creating equations for proportional relationships as well as the graphs and tables that go with them. Teachers could also go more in-depth with nutrition and incorporate biology into the unit material.
My original unit had to be changed at the last minute. The students were supposed to convince other students not to eat the big cookie at lunch, but it was removed from the menu over the summer. The unit did not have the consistency that it would have had if they were all convincing other students to not eat the same thing.