Commencement content standard from MST

• Standard 1: Analysis, Inquiry and Design

• Standard 2: Information Systems

• Standard 3: Mathematics

 Benchmark standards:
Content standards

Standard 1: Analysis, Inquiry, and Design
MathematicalAnalysis:
# 1. Abstraction and symbolic representation are used to communicate mathematically. #3. Critical thinking skills are used in the solution of mathematical problems.

Standard 2: Information Systems
#1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard 3: Mathematics

#1 Mathematical Reasoning: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.

#3 Operation: Students use mathematical operations and relationships among them to understand mathematics.

#4 ModelingIMultiple Representation: Students use mathematical modeling/multiple representations to provide a means of presenting, interpreting, communicating and connecting mathematical information and relationships.

7 Patterns/Functions: Students use patterns and functions to develop mathematical power, appreciate the beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
 

Performance Standards

Standard -1:

• Students will use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities , express relationships, and relate mathematics to their immediate environments.
• Students will explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.

Standard 2:

• Students will use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using tables, text, pictures, and sound.
• Students will access needed information from printed media, electronic data bases, and community resources.

Standard 3:

• Students will use models, facts, and relationships to draw conclusions about mathematics and explain their thinking.
• Students will justify their answers and solution processes.
• Students will use logical reasoning to reach simple conclusions.
• Students will add, subtract, multiply and divide whole numbers.
• Students will develop strategies for selecting the appropriate computational and operational method in problem-solving strategies.
• Students will know single digit addition, subtraction, multiplication, and division facts.
• Students will construct tables, charts and graphs to display and analyze real-world data.
• Students will use multiple representations as tools to explain the operation of everyday procedures.
• Students will recognize, describe, extend, and create a wide variety of patterns.
• Students will represent and describe mathematical relationships.
• Students will interpret graphs.

Content standards or outcomes

• Students will calculate mathematical operations to determine mean, median, mode and range.
• Students will use EXCEL program to graph/chart their data and findings. * Students will use a word processing program to express their findings through written statements.
• Students, working in groups, will create a daily menu in Power Point of "Healthy" eating from the McDonalds nutrition chart based on USRDA of calories and fat will compare and contrast their findings with other groups information.

Procedure
This activity will take approximately 2 weeks,(10 one hour periods).

 
Day 1. Teacher reinforces the concepts of mean, median, mode and range.
Teacher distributes McDonalds Nutritional Food Chart.
Students familiarize themselves with McDonalds chart focusing on the columns, calories and fat.

Day 2. Teacher models McDonalds chart worksheet demonstrating how to record the mean, median, mode and range.
Students, working in groups, will find the mean, median, mode and range from the chart under specific headings. i.e.: Sandwiches, Breakfast foods, Desserts etc..

 
Day 3. Teacher demonstrates how to use EXCEL program and how to set up graphs and charts to display data.
Teacher demonstrates how to relate mean, median, mode and range specifically to the EXCEL program.
Students collaboratively create graphs and charts to show information.
 

Day 4. Teacher models writing statements in WORD interpreting the data from graph. Teacher and students work together to complete graphs and write statements to support.their findings.

 
Day 5. Teacher discusses final project outline which is to create a "Healthy" menu for eating at McDonalds based on USRDA allowance calories and fat. Teacher gives Power Point presentation serving as model for final project. Students will work together to mathematically evaluate criterion for menu final project.

 
Day 6. Teachers and students will work together to complete final touches on graphs and charts as well as menu's.

 
Day 7. Students will present their findings to class using computer generated graphs, charts, as well as Power Point presentations. They will also use their written work to aid in their presentations.

 
Day 8. Teacher facilitates intergroup comparison and contrasting of their findings. Students will print out their work of all findings and share with all other groups their results.

 
Day 9. Students will perform self and group reflections on activity.

Day 10. - Teacher sits with students and groups to review reflections and rubrics.

 
Materials & Supplies

1. Student computer workstations installed with EXCEL, WORD, and POWER POINT.
2. Computer monitor to project computer screen images for whole class usage.
3. Multiple copies of McDonalds nutrition chart.

Assessment Tools & Techniques: The following Rubric was developed to assess the project.
 
 

	4 Accomplished	3 Proficient	2 Developing	1 Beginning
	Demonstrates understanding of Math Concepts Mean, median, mode, and range though worksheets & computer generated graphs & written statements.	Demonstrates understanding of process to figure mean, median, mode, and range with I or 2 computational errors reflected in graphs/wkshts.	Begins to show understanding of process to figure mean, median, mode, and range. Graphic & worksheet representation reflects minimum understanding.	Doesn't understand concept of mean, median, mode and range. Graphic & worksheet representation reflects   poor understanding.
	Graph is labeled correctly and easy to read. Accurately represents findings. Supporting statements submitted without error.	Graph has 1 labeling error and not as easily read. Supporting statements have 1-3 errors in grammer/typing.	Graph displays more than 1 labeling error and information is not easily communicated. Supporting statements have 3-5 errors.	Graph isn't labeled correctly and doesn't communicate findings. Supporting statements have more than 5 errors and don't support findings.
	Decisions were made collaboratively through consensus by all members.	Decisions were discussed within group. Final decisions were made primarily by 2 people.	Decisions were only occasionally discussed with members. One or two people made all decisions.	The group did not work collaboratively. Decisions were made by default and by one person.
	Power Point Presentation accurately reflects Healthy Menu using USRDA recommendations of calories and fat.  Creativity displayed via graphics, transitions, builds and color.	Healthy Menu falls within 10% of USRDA recommendations of calories and fat.  Creativity in presentation is   displayed via transitions, build, and color.	Healthy Menu falls between 11%-20% of USRDA recommendations of calories and fat. Creativity in presentation is limited in transitions, builds, color and graphics	Healthy menu is more than 20% inaccurate with regard to USRDA recommendations. Presentation reflects limited understanding of original concepts and limited creativity.

Reflection on activity:

• Students benefited from working in teams as it enhanced their collaborative skills.
• They were each able to feel a apart of the project as they used individual strengths, whether it be in writing, math, or computer.
• Their interest was peaked as the project was related to a real life scenario.
• This teachers interest in multiple intelligence's was realized via this activity. Many, if not all of the intelligence's were utilized at some point.
• The project accurately reflected the MST standards 1,2 &3.

Using the outline below, choose ONE item from each category from your Nutrition Facts Chart and total the calories and fat at the bottom.
 

For Breakfast:	ITEM	CALORIES	FAT
Breakfast
Muffins/Danish
Milk/Juice

Calories sub total:
Fat sub total:
 
 

For Lunch:	ITEM	CALORIES	FAT
Sandwich
French Fries
Dessert/Shake
Soft Drink

Calories sub total:
Fat sub total:
 
 

For Dinner:	ITEM	CALORIES	FAT
Chicken Nugget
Sauce
Salad
Dressing
Dessert/Shake

Calories sub total:
Fat sub total:

Total Calories for three meals
Total Fat for three meals

Use the table below to record the caloric mean, median, mode, and range for the following McDonaids food categories.

1. Sandwiches:
MEAN
MEDIAN
MODE
RANGE

work area:

 
work area:

3. Muffins/ Danish: MEAN
MED
MODE
RANGE

work area:

4. Desserts/Shakes MEAN

MEDIAN
MODE
RANGE

work area: