# Math in Restaurants Lesson Plan

## Standards

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.

Algebra

• 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.

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