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# Name_______________________

## Lunch in the Park!

Overview You and a group of students have arrived at Citimart with 50,000 dong each. Your objective is to combine the amount of money that you have as a group and purchase a balanced lunch within your budget. Objective #1-You are trying to use the most amount of money that you possibly can without going over your budget. The closer that you are to using all your money the better! You will have to use your computational skills to help you select items for purchasing. Objective #2- With your budget, you have to create a balanced meal that is proportional to a healthy diet. For example, you would want the highest % of your meal made up of bread, cereal and pasta. The smallest % is fats and oils.

Target Vocabulary
1. 2. 3. 4. 5. Budget-The amount of money that you have to spend. Fraction-A part represented over a whole. For example: is two parts out of three Decimal-A fractional amount divided. For example 2 divided by 3 is 0.66 Percent-A decimal represented as an amount out of 100% For example: 0.66 = 66% Proportional-A fractional amount compared to another fractional amount: For example is proportional to 6. Inequality-Two amounts compared with a < or > sign because they are not equal to each other.

Learning Plan:
Step 1-Fill in your targets. What fraction, percentage and decimal amounts are you aiming for when you go shopping. Step 2-Go shopping! Stay within your budget. Staple the receipt onto one of your group members papers. Step 3-Put together your meal. We will provide knives, cutting boards and plates. Step 4-Record what fraction, percentages and decimal amounts make up your actual meal under Our Meal Result. Dont worry if its not exact. Its hard to do! Hand into Mr. J Step 5-Eat your lunch!

## Food Group Category

Fats, Oils and Sweets

Target
As a fraction, percentage and decimal After youre finished, go shopping!

## Our Meal Result

As a fraction, percentage and decimal After youre finished, enjoy your lunch!

Difference
Find the difference between your meal and the targets as fractions, decimals and percentages. (Show your work!)

______% 0._____

______% 0._____

______% 0._____

______% 0._____

______% 0._____

______% 0._____

## Meat, Fish, Poultry, Dry Beans, Eggs, Nuts

______% 0._____

______% 0._____

______% 0._____

Vegetables
______% 0._____ ______% 0._____ ______% 0._____

Fruit
______% 0._____ ______% 0._____ ______% 0._____

______% 0._____

______% 0._____

______% 0._____

Category
Subtracting Rational Numbers (Fractions)

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Student successfully calculates the differences between meal results and targets using fractions with no mistakes. Student successfully calculates the differences between meal results and targets using decimals with no mistakes. Student successfully calculates the differences between meal results and targets using decimals with no mistakes. Group successfully purchases meal ingredients within 10,000 dong of their budget. Student does an excellent job in reflecting on connections between this experience, math and real life applications.

3
Student successfully calculates the differences between meal results and targets using fractions, but there is one mistake. Student successfully calculates the differences between meal results and targets using decimals, but there is one mistake. Student successfully calculates the differences between meal results and targets using percents, but there is one mistake. Group successfully purchases meal ingredients within 20,000 dong of their budget. Student does an good job in reflecting on connections between this experience, math and real life applications.

2
Student successfully calculates the differences between meal results and targets using fractions, but there are a few mistakes. Student successfully calculates the differences between meal results and targets using decimals, but there are few mistakes. Student successfully calculates the differences between meal results and targets using percents, but there are few mistakes. Group successfully purchases meal ingredients within 30,000 dong of their budget. Student does a fair job in reflecting on connections between this experience, math and real life applications.

1
There a many mistakes with operations involving fractions or the work is difficult to understand.

## Subtracting Rational Numbers (Decimals)

There a many mistakes with operations involving decimals or the work is difficult to understand.

## Subtracting Rational Numbers (Percents)

There a many mistakes with operations involving percents or the work is difficult to understand.

Reflections

Group successfully purchases meal ingredients within 40,000 dong of their budget or less. Student does an poor job in reflecting on connections between this experience, math and real life applications.

Reflections 1. As you were planning your meal and made targets for your meal, what should the total fractions, decimals and percents add up to in each column? Did yours?

2. Write an inequality that represents the amount of money that you spent and your budget.

3. Write an algebraic expression for a situation where you had to buy something. Include a variable in your expression and explain how your expression translated into a shopping experience.

## 4. What reflections do you have of this activity? Likes? Dislikes?

Learning Standards
Add, subtract rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers. Standard 1.2 Read, write, and compare rational numbers Standard 1.1 Add and subtract fractions by using factoring to find common denominators. Standard 2.2