LESSON PLAN 9

Duration

1 teaching unit, 6 hours, 2 activities

Topic

Suppose you are a great Mathematician and an excel·lent chef. You have to think about a menu, the cost of the products, the cost of the cooks and waiters, etc.

Synopsis

First phase: You want to open a restaurant and you have to think about what name you will give it. What kind of food will you offer? How many people will you need to hire?

Second phase: You have been given the task of making the menu for an awards gala and you need to take into account all the costs to prepare a budget.

Contributors

Framework

Material / Equipment

Material in the classroom

1 hour explanation from the Mathematics teacher

3 hours in the classroom

2 hours in the computer room

Previous knowledge and skills

Knowledge of using Word, Excel and PowerPoint

Learning Objectives

Learning goals and objectives:

Proportionality
Digital skills

Learning outcomes and expected outcomes:

Competence 6. Use mathematical reasoning in non-mathematical environments.

Make conjectures, experiment, argue, relate, check, validate, generalize and particularize in real-life contexts related to: numbers, geometry, functions, statistics and chance.
Express orally and in writing reasoning, conjectures, quantitative relationships and information that incorporate mathematical, symbolic or graphic elements, assessing

the usefulness of mathematical language and its evolution throughout history

Methodology

Teamwork that involves experimenting, guessing and arguing

Preparation & Resources

Preparation, Space Setting, Troubleshooting Tips:

The activity will take place in the classroom and in the computer room

Resources, Tools, Material, Attachments, Equipment

Paper and pen.

One computer for each group

Implementation

STEP 1: Understand direct and inverse proportionality

10′ presentation of the project, the learning goals and objectives

20’ show some cases of linear and non linear situations and how to calculate

10′ make groups of 4 or 5 people (depending on the group characteristics)

10′ decide roles in the group (lead, secretary, etc)

10’ talk in the group about how to start and how to manage the situation.

STEP 2: Desing

The first thing we will have to do is design an original Logo for the restaurant.

We need to decide on the menu for our restaurant. The menu must be listed

from:

First
Second
Desert

It should be taken into account that we will have to know the necessary ingredients of each dish (with quantities), the cost of these ingredients and the processing time, and this information will have to be completed for each of the dishes.

STEP 3: The cost of more than 1 menu

Think about different questions:

the relation between the cost of 1 menu and the cost of more.
the processing time of more than one menu.
the number of cooks we need.
the relation between the number of cooks we need if we want to reduce the processing time

STEP 4: Profit of 100 menus

Profit = Revenue – Costs

Costs:

Cost of ingredients
Cost of needed cooks
Tax percentage

Revenue:

Think about the price of the menu taking into account that you want to have benefit but at the same time you want to have many costumers.

You can apply a percentage to the costs to assure the profit you want.

STEP 5: BUDGET

A budget must be drawn up and presented to the rest of the class

Outline of the Lesson

STEP 1: Understand direct and inverse proportionality

STEP 2: Desing

STEP 3: The cost of more than 1 menu

STEP 4: Profit of 100 menus

STEP 5: BUDGET

Extension Activities

This work is designed to be done in groups of 4 or 5 students, groups of 5 students will have a student with educational needs

Assessmement

To evaluate the activity, the following will be taken into account:

A self-evaluation note evaluating the participation.

Co-assessment notes between group mates.

The teacher’s assessment.

A group report explaining what we have learned.

A group presentation of the budget to the rest of the class.

The teacher’s assessment will take into account:

Teamwork (from 0 to 2 points): evaluates the participation in the group of each of the members, peer support, etc.
Project development (from 0 to 3 points): evaluates planification of tasks, compliance with deadlines and the obtention of results.
Project results (from 0 to 2 points): achievements, presentation of results, format of presentation and exhibition
Mathematical knowledge used (from 0 to 3 points): it will be valued that the student and the group use the minimum knowledge, the use of other tools, the expansion of knowledge through other platforms, etc

Report must include:

Logo
Menu
Calculation of the costs
1 menu
100 menu
Cooks
Tax percentage
Justification of the menu price
Budget
Other information that you think is appropriate