Section

Teacher-facing learning goals

Running a Restaurant

Lesson 1 - Optional

Create a recipe that meets the requirements to be considered low calorie, low fat, or low sodium, and justify (orally) the reasoning.
Determine whether one serving of a recipe meets the requirements to be considered low calorie, low fat, or low sodium, and explain (orally) the reasoning.
Use proportional reasoning to calculate nutritional values of one serving of a recipe.

Lesson 2 - Optional

Comprehend the term “spreadsheet” (in written and spoken language) is a computer program in which data is arranged in the rows and columns of a grid and can be manipulated and used in calculations.
Create formulas in a spreadsheet to perform repeated calculations.
Use a spreadsheet to calculate the cost per serving of all the ingredients in a recipe.

Lesson 3 - Optional

Create an equation to represent certain expenses for a restaurant, and interpret (orally and in writing) the solution.
Determine whether a relationship is proportional and explain (orally) the reasoning.
Determine whether a restaurant is making a profit using estimates of ongoing expenses, number of meals sold, average price per meal, and average cost per meal.

Lesson 4 - Optional

Choose an appropriate scale and create a scale drawing for a restaurant floor plan.
Use proportional reasoning to solve problems about the area or volume of different elements of a floor plan and explain (orally) the solution method.

Making Connections

Lesson 5 - Optional

Compare and contrast the density of uniformly distributed dots in squares.
Create an equation and a graph that represent the proportional relationship between the area of a square and the number of dots enclosed by the square.
Interpret the constant of proportionality in models of housing per square kilometer or population of people per square kilometer.

Lesson 6 - Optional

Calculate a rough estimate for quantities that are difficult or impossible to measure directly and explain (orally) the reasoning.
Choose an appropriate level of accuracy when reporting estimates of quantities.
Make simplifying assumptions to solve problems about estimating quantities.

Lesson 7 - Optional

Create expressions and equations to represent a linear relationship with two or more related quantities in context.
Determine the solution to an equation of the form \(px+q=r\) and explain (orally) the solution method.
Interpret expressions, equations, and solutions that represent a linear relationship with two or more related quantities.

Lesson 8 - Optional

Estimate a measurement and determine the largest possible percent error of the estimate.
Generalize (orally) a process for calculating the maximum percent error of measurements that are added together.

Lesson 9 - Optional

Comprehend that percent error is greatest when the actual values are smaller than the measured values for an object.
Generalize (orally) a process for calculating the maximum percent error for the area of a rectangle and volume of a rectangular prism.

Designing a Course

Lesson 10 - Optional

Choose a method and appropriate measuring tools to measure the length of a path.
Compare and contrast (orally and in writing) methods for measuring distances.
Compare measurements of a path and represent (in writing) the difference between measurements as a percentage.

Lesson 11 - Optional

Create a trundle wheel and use it to calculate the length of the classroom.
Explain (orally and in writing) how a trundle wheel is used to measure long distances.

Lesson 12 - Optional

Calculate the distance of a path using the circumference and number of rotations of a trundle wheel.
Compare measurement calculations and express differences between measurements as a percentage.
Critique (orally) methods for measuring a long distance.

Lesson 13 - Optional

Calculate the distance of a path using the circumference and number of rotations of a trundle wheel.
Create a scale drawing of a 5K course and present (using words and other representations) the map and course details.
Use proportional reasoning to calculate the number of laps of a course that is equal to 5 kilometers.

7.9 Putting it All Together