Transcript Let’s Go Out to Eat!

Education 200 Curriculum Design Project
Kate McEachern
Students will use mathematical skills and concepts to make and justify decisions and
predictions, to pose questions from data and situations and to formulate and solve
problems. (Connecticut State Frameworks)
Students will add, subtract, multiply and divide decimals in real life scenarios.
Students will be able to convert percents to decimals, find percents of whole numbers,
and the percent one number is of another number.
Students will be able to calculate sales tax and gratuity for given sums and make
change.
Students will be exposed to and interact with peers’ creative ideas, various ability
levels, both gender types and diverse ethnic backgrounds.
Weekly Plan
Monday
*Teacher will introduce
concepts of percents
and decimals
*Students will
try/complete practice
problems
Tuesday
*Teacher will review
concept learned
yesterday and link it to
the real world –
Restaurants
*Teacher will discuss
percents and decimals in
terms of tax and gratuity
*Teacher explains each
part of a bill using an
example on the board or
overhead projector
Wednesday
Thursday
Friday
*Students will be put
into pre-selected groups
and given menus
*Students will work
individually creating
simple addition and
multiplication problems
involving and/or
decimals
*As an evaluation of the
students knowledge, they
will solve a complex
problem using the
concepts learned this
week.
*Students will work
cooperatively
formulating a bill
*Students will answer
questions based on the
activity
*Students will work in
groups formulating new
questions
*Students will be picked
at random to present
their bill and
questions/answers to
class

Students are put into pre-selected groups where they each
receive restaurant menus and blank restaurant bills.
• Within the groups, each student will decide what he/she
would like to order. The groups will fill out the bill appropriately
according to what each member of the group would like to
order.
• The groups will have to work cooperatively to answer specific
questions about their bill.
• What would the total bill be if the tax on the food was 5% and
gratuity is 15%?
• How much would each member of your group have to pay if the
bill was split equally among all of you?
Chicken Chow Mein
General Tso’s Chicken
Beef With Broccoli
Boneless Spare Ribs
5
6
6
7
30
70
00
00
1 25
26 25
• Students will be assigned a category of addition/subtraction or
multiplication/division of decimals and percents. They will work individually
creating a few word problems involving their assigned topic.

In the same groups, students will work together to create word
problems combining each member’s ideas.
–They will also be responsible for finding the answers to
each of their problems.
• Students will be chosen at random to present their bill and
questions/solutions they created
• How much change would you get if you bought two egg rolls and pork fried rice
and gave $10?
• If the bill came to $20 and there was a 5% tax how much would the total bill be?
• If you ordered Curry Chicken and Wonton soup and there was a 5% tax and 10%
gratuity, how much would the bill be? If you paid with $20 how much change
should you receive?

As a quiz, students will have to answer questions based on a
pizza menu.
• If there are 20 students in the class, and each student eats two
slices of pizza, how many pizza’s should be ordered?
• How much would it cost? (not including tax or gratuity)
• How much should be given for a tip?
• If tax is 5% and gratuity is 10% how much would the total bill
be?
• How much should each member of the class pay?
As a reward for good test scores, a pizza lunch will be provided