Do you want fries with that? Math project

Would you like fries with that? Date January 8, 2010

State/District Standard(s): New York Course: Math A2.RP.2 Investigate and evaluate conjectures in mathematical terms, using mathematical strategies to reach a conclusion A2.CM.2 Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams A2.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts A2.S.3 Calculate measures of central tendency with group frequency distributions A2.S.4 Calculate measures of dispersion (range, quartiles, interquartile range, standard deviation, variance) for both samples and populations A2.S.5 Know and apply the characteristics of the normal distribution

State/District Standard(s): ISTE Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

“Would you like Fries with that?”
Math B-R Stats Project

In the immediate world of fast food restaurants, ice cream chains, and coffee shops there is a very big problem. All of these services depend on a high level of quality control to make money. Each item sold is carefully measured so that products are not casually or accidentally given away. For example, an ice cream store can lose as much as $5000 in a summer by adding a small, extra portion of a scoop to the ice cream that goes on a cone or into a sundae.

Our school cafeteria serves French fries or some other kind of fast food during lunch. We are going to study the variations in servings and ultimately, their implications for the fast food industry. This should help you to understand how a standard serving can be developed. It will also help you to understand how much variation in weight or quantity can be found in our school lunches.

1) Obtain a serving of French fries. Count how many French fries are in your serving.

_____________ L₁

2) Weigh your serving of FF w/ the container. _____________ L₂

3) Measure the length, in centimeters to the nearest tenth of a centimeter, of 5 of your French fries. Please try to pick the fries in as random of a way as you can. Use the average length as the value for L_3.

_____________ L₃

4) Weigh the same 5 fries (together) from part (3) in grams to the nearest tenth of a gram.

_____________ L₄

5) Log into the Navigator on your calculator and wait for me to start the Activity Center. Please enter the results from above into L_1, L_2, L_3, L₄ when it transfers to your calculator screen then push “SEND”. Wait for me to send the results back to you. You will then have all of the class data in your lists.

6) Calculate the mean, median, mode and standard deviation of the number of fries (L₁) in each serving along with the length (L₃) and both weights (L₂ and L₄) of the French fries.

Mean Median Mode Stand. Dev.

L₁ _____ _____ _____ _____

L₂ _____ _____ _____ _____

L₃ _____ _____ _____ _____

L₄ _____ _____ _____ _____

7) Make a histogram of each data set using appropriate scales.

8) Most restaurants understand that there is going to be some variation in the size of their servings. They will usually accept that the servings should be within two (2) standard deviations of the mean. Identify how many servings are within this range.

9) How many of the lengths and weights are outside the two (2) standard deviation range?

10) Write a letter to Paulette Vangellow (the Director of Food Services for Pittsford Central School District) summarizing and explaining your results. Be sure to explain and define any terms you use. Give examples of how you did the calculations, including showing and explaining the formulas. Also, please type and double space your paper. This paper is due on Thursday, October 18. I give full credit to papers handed in before 3:05 pm on the due date. If you are going to be absent that day, be sure to let your partner know so you both can make arrangement to complete the paper. It will graded based on the attached rubric.

Lesson Objectives What should students know and be able to do?

Understanding(s)

Essential Knowledge

Essential Skills

Assessment (How will I and they know when they are successful?) Pre- Formative Summative

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Task Analysis What does an analysis of the tasks reveal about the skills and processes that students need to successfully complete the task? Misconceptions (how will I help students build on prior knowledge, but deal with misconceptions and reframe their thinking when appropriate?) Differentiation (how will I differentiate for students who lack the prerequisite skills to do a task and for those who have already mastered the skills this task will teach?)

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Learning Experiences (How will learners acquire new skills and/or information?)

Motivation (How will the learning connect with student’s lives beyond the classroom?)

Input/Modeling/Practice
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Check for Understanding	·
Closure	·

Reflection