Math in Restaurants Lesson Plan
Common Core State Standards 2010
[Note: You may also wish to view Pathways 1 and 2 for Algebra I connections in the CCSS]
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
Statistics and Probability
- Summarize, represent, and interpret data on a single count or measurement variable.
- S.ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
- S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
- S.ID. 3 Interpret differences in shape, center, and spread in the context of data sets, accounting for the possible effects of extreme data points (outliers).
- Summarize, represent, and interpret data on two categorical and quantitative variables.
- S.ID.5 Recognize possible associations and trends in data.
- S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a) Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.
b) Informally assess the fit of a function by plotting and analyzing residuals.
c) Fit a linear function for a scatter plot that suggests a linear association.
- Interpret linear models: Build on students’ work with linear relationships in eighth grade and introduce the correlation coefficient. The focus here is on the computation and interpretation of the correlation coefficient as a measure of how well the data fit the relationship.
- S.ID.7 Interpret the slope (rate of change) and the intercept (constant term of a linear model in the context of the data.
- S.ID.8 compute (using technology) and interpret the correlation coefficient of a linear fit.
- Perform arithmetic operations on polynomials.
- Create equations that describe numbers or relationships.
- A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
- Understand solving equations as a process of reasoning and explain the reasoning.
- A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
- Represent and solve equations and inequalities graphically.
- A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
- Interpret functions that arise in applications in terms of a context.
- F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts, intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice.