Spark 101 Lesson Plan

Video Presentation Title: What’s for Lunch?

Unit of Instruction: Matrices Subject/Course: Algebra II

Standard(s): Objective(s): TEKS Alignment: SWBAT:  Understand the importance of health food choices 2A.3) The student formulates systems of equations and inequalities from  Investigate USDA guidelines for school menus problem situations, uses a variety of methods to solve them, and analyzes  Use operations of matrices to determine weekly quantities of the five the solutions in terms of the situations. basic food groups served in required school meals

(A) analyze situations and formulate systems of equations in two or more unknowns or inequalities in two unknowns to solve problems.

(B) use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities.

Assessment/Demonstration of Learning: Resources Needed:

1. Using guidelines, students will create a week worth of menus.  Student Handouts (as specified by Sodexo, including the Excel 2. Apply matrice operations (addition, scalar multiplication and basic spreadsheet and cost per item handouts) matrix multiplication) to determine total food quantities needed for a  Spark 101 Student Engagement Templates, “Four Corners and a week Diamond” and “Give One, Get One, Move On,” accessible at http://www.spark101.org/educator-resources/ (scroll to the bottom of the webpage and click on Download All…)  Calculator  Chart paper

© 2015 Spark 101 Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas Page 1 of 6 Lesson Component Time Allotted Teacher Procedure Here in America, we have seen an increase in adult obesity. Unfortunately, this trend Activator is also affecting our youth. In an effort to give our children healthier food choices, the (Prior to showing the video Time: USDA developed guidelines to promote healthy school menus. presentation) 3 minutes THINK/PAIR/SHARE – Students will think about the concept of nutrition. On a sheet of paper, have each student write down what they ate for breakfast and/or lunch. They will then share with a partner, and then students can volunteer answers.  What is your definition of “nutrition”? Name five foods that you consider nutritious. Why are these foods nutritious?  Categorize these foods into categories as a class on chart paper.  How did you determine the categories?  Is “Snacks” considered a food group? Why or why not?

Each group will share their information with the class and discuss commonalities and Problem/Motivation Time: differences. (Part I of video) 2-5 minutes Show this first segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing. Building Background Problem Solving Activity Time: Using Cornell notes format, scholars will note the following information, paying specific (Describe process for 20 minutes attention to vocabulary organizer may be necessary). Use problems from: identifying possible solution(s) to the problem presented) Grouping: Matrices Independent Part I Pairs SWBAT: Small groups (3-5)  Identify matrices and their elements Whole group  Organize data into matrices

Teacher should show how to determine the order of a matrix “R x C” where R is the number of rows and C is the number of columns in a matrix. For example, a 3 x 1 matrix can look like

© 2015 Spark 101 Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas Page 2 of 6 To organize data into a matrices for operations, the corresponding row and columns should have cells (members or elements) of common units, especially in word problems;

Part II SWBAT  Apply basic algebraic operations to matrices ADDITION: In order to add matrices, they must be the same size. The corresponding elements are then added and placed in a resultant matrix of the same order.

Practice:

SCALAR MULTIPLICATION: Multiply a numerical factor times a matrix; each element is multiplied by the scalar factor.

Practice:

Checks for Understanding  Write the definition of the order of a matrix  Create an example of scalar multiplication of a 4x2 matrix.

Show this second segment of the video to your students, letting them know Solving the Problem Time: that they will be comparing their solutions to the actual solution shared by the (Part II of video) 2-5 minutes industry professional(s). Small groups (3-5) Scaffold back to STEM video. Teacher discusses the important factors of the problem.

Use the Spark 101 Student Resource: Four Corners and a Diamond to have scholars state the problem and possible solutions.

Statement of Problem adapted from video.

SAMPLE INFORMATION Given: Elementary school  5 days 3 menus per day

 3 complete Reimbursable meals (handout that demonstrates these portion and nutrition requirements in order for a meal to be considered reimbursable, or qualifiable.

 So for this project, we are going to allot you $1.25 to plan a meal for an elementary student. Now remember that this amount must provide a meal that meets all the standards specified by USDA. You will notice on your hand out, that one of the requirements for a lunch meal for an elementary student is 8 ounces of milk. The milk alone costs on average about $0.24. So now you need to subtract 24 cents from the $1.25, which leaves you with $1.01 cents to plan a healthy meal for a student that includes the required grain, protein, fruit and vegetable.

Groups will use handouts and Excel template to create menus. [As an © 2015 Spark 101 Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas Page 4 of 6 extention of the lesson, have students use matrix operations to find total units for each of the food groups, or use scalar multiplication to have students to determine how much food to order for a week for their grade/student population.]

Once calculations are complete, have scholars share information. Then show part 2 of the video.

Make sure solutions are written on new chart paper to share with classmates. Comparing Solutions and Time: Determine which group had the most “efficient” menu, exciting menus, etc. Meaning 15 minutes (Describe process for identifying possible Grouping: Checks for Understanding solution(s) to the problem presented) Independent Pairs Students should make sure the matrices used for each day were of the same order. If possible, students can compare algebraic work with data Small groups (3-5) manipulation of the Excel spreadsheet. Whole group (Technology)

Show this third and final segment of the video to your students, letting them Future Impact and Meaning Time: know that they will be reflecting on their thoughts related to pursing possible (Part III of video) 2-5 minutes education pathways and careers presented in the video.

Sometimes we have to use our ingenuity to solve problems. Summarize how Future Impact and Meaning Time: we used matrix operations to consolidate data to investigate this real world (Have students reflect on how 10 minutes problem. Show Part III of the video. At the end of the video, use the template solving the problem might “Give One, Get One, Move On” to answer the following question. relate to current or future Grouping: goals) Independent What are some of the skills needed for this career?

Checks for Understanding

Make sure students have completed the form with no duplicates in terms of skills, education, etc. When investigating issues such as nutrition and wellness, we find that we can Summarizer/Closure use simple matrices to organize and manipulate data, and to store vital information and guidelines set forth by the USDA. As problems become more complex, we will rely on more matrix concepts for data manipulation and solutions.

Exit ticket: Revisit one day of school menu creation and change to cost to $1.00 per meal. Are you Assessment (if applicable) still able to meet nutrition requirements? Why?

Additional Notes (if needed) CK12 Connections (if available) OpenStax Connections (if available)

Access free videos, lessons, practice, and other resources at: http://www.ck12.org/search/? q=Inequalities&source=ck12&grade=11&grade=12