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]

Mathematical Practices

  • 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).

Functions Overview

  • 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 Standards

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.