Morris Reflectiveteachingandmathematicsassignment2

Running Head: MATHEMATICS AND HEALTHY FOOD CHOICES 1
Mathematics and Healthy Food Choices
Rebecca Morris
Fresno State University

MATHEMATICS AND HEALTHY FOOD CHOICES 2
Mathematics and Healthy Food Choices
Unit Part One Lesson Plans: Calories Consumed and Exercise
Lesson One: Exercise and Calories
Duration: One Day
Lesson adapted from Mathelicous.com New Tri-Tritional Info
(http://www.mathalicious.com/lessons/newtritional-info)
Objectives
Students will calculate the number of calories burned per minute for
different types of exercise and body weights using rates.

Students will be able to correctly write units.
Students will be able to simplify unit rates.
Essential Question
What are the three factors that affect how many calories a person burns while exercising?
Common Core State Standards and Mathematical Practices
Ratio and Proportional Relationship 6.2 and 6.3
Number Sense 6.3
Mathematical Practice: MP.3 and MP.6
Materials Needed
Computer and Projector

Internet connection
YouTube Video: https://www.youtube.com/watch?v=PmrTDZy3f2M
Student worksheets: Mathelicious New-Tritional Info Act One
Socrative.com account or other online quiz account
Lesson Introduction
Teacher will introduce the lesson by showing a McDonald's commercial featuring LeBron James
playing basketball in a bet to win a Big Mac.
McDonalds YouTube Commercial: https://www.youtube.com/watch?v=PmrTDZy3f2M
Discussion
Students will pose the following questions during partner and whole class discussion Procedure:
pose one question, give students think time, have partners discuss answers, and then call on
individual students to share with the whole class. Repeat for each question.
How long do you think LeBron James have to workout to burn all of the
calories in an Extra Value Meal?

What are some factors that might determine how long it would take
someone to burn off calories?

Does everyone burn the same numbers of calories when they exercise?
Why or Why Not.
(Mathalicious, 2015)
Teacher guides conversation to determining the three factors that contribute to how many
calories a person burns per minute: weight, type of exercise, and duration of exercise.
Direct Instruction
The instructor will model how to solve unit rates involving how many calories an individual
burns per minutes.
The following equation will be used to determine calories burned per minute:
.063 cal .
( x lbs ) per minute
1 lb
Example: LeBron James playing basketball

.063 cal .06 3 cal 250lb

( 250 lbs ) per minute = per minute =15.75 calories in one
1 lb 1 lb 1
minute.
Model for students how to interpret the answer: LeBron James burns 15.75 calories for every
minute he plays basketball.
Student Practice
Students will complete the table in New-Tritional Act One worksheet. They will determine how
many calories different celebrates burn per minute playing basketball, soccer, and walking.
Teacher circulates the room asking guided questions to deepen student understanding of the real-
world problem.
Why does Selena Gomez burn fewer calories than LeBron James playing
basketball?
Why does playing soccer burn more calories than walking does?
What does the unit rate of 0.063 calories per pound mean
What exercise burns the most calories per minute?
Closing
Discussion: Students will discuss the following question with a partner, and then teacher will
lead whole class discussion by calling on individual students.
Question #1 if someone wanted to double the amount of calories he/she burned while exercising,
what could they do?
The discussion should lead to the answer of the person could exercise longer or choose a
different exercise that burns more calories
To check for understanding of todays lesson and get feedback from students, an Exit Ticket will
be administered using socrative.com. The following questions will be posed to students:
1) How well did you understand todays material?

a) Totally got it.
b) Pretty well.
c) Not very well.
d) Not at all.
2) What did you learn in today's class?
3) Students will answer the following question: How many calories does
Jesus burn each minutes of running if he weighs 145 pounds and running burns .063
calories per pound.
Information from this formative assessment will be used to guide instruction and intervention in
the next lesson.
Assessment
Student worksheet and response to exit ticket will be used to identify students who are struggling
on the math computations.
Lesson Two: Calories Consumed and Duration of Exercise
Duration: One day
Lesson adapted from Mathelicous.com New Tri-Tritional Info
Objectives
Students will calculate rates to determine how long a person needs to
exercise to burn off a McDonald's extra value meal.

Students will be able to examine and discuss if posting calories for menu
items would affect an individuals decision to order the high calorie menu item.
Essential Question
Does posting the calories for food items at restaurants effect how person orders?
Number Sense 6.3

Materials Needed

Internet connection
YouTube Video: https://www.youtube.com/watch?v=PmrTDZy3f2M
Student worksheet: Act One: Burn It
Student worksheet: Act Two: Supersize?
Socrative.com account or other online quiz account
National Public Radio Clip on posting calories count on McDonalds menu
items: http://www.npr.org/2012/09/13/161050157/mcdonalds-to-post-calories-on-menu-
boards
Lesson Introduction
Video: The LeBron James McDonalds Commercial will be played again, and students will be
asked to think about how long LeBron James would have to play Basketball to burn off a
McDonald's Extra Value meal that has 1360 calories in it.
Guided Practice
Partner work: students will work in partners to determine how long it would take for LeBron
James to burn off the calories playing basketball. The teacher will circulate the room posing
guided questions to help students work through the problem.
What units are involved in this problem?

If LeBron burns 15.75 calories for one minute of playing basketball, how
many calories does he burn in two minutes?
Teachers can help struggling students by guiding them create a ratio table:
Minutes playing
1 2 5 20 48
Basketball
Calories Burned 15.75 31.5 78.75 315 756
Discussion:
After a majority of the class has finished answering the question and determined that LeBron
James would have to exercise for 86.55 minutes (Over 1 games), call on students to share how
they solved the problem.
Direct Instruction
Teacher models how to solve this problem using equivalent rates:
15.75 Cal 1360 cal

= = 1360 15.75=86.35 minutes
1 min x min
Student Practice
Students will complete the table on Worksheet B by selecting a celebrity from worksheet A and
calculating how long it takes them to burn off items from McDonald's Extra Value meal for
three different types of exercise.
Teacher circulates the room and asks guiding questions to deeper student understanding and
helping struggling students:
What food do you think will take the longest to burn off?
Should people substitute a salad for French fries?
How many calories do you think salad dressing would add?
What celebrity plus exercise combination would burn the most calories?
(Students should look for the celebrity who weighs the most and the exercise that burns
the most calories)
Closure:
Students will answer question 5 A & B independently and then discuss their responses with a
partner. Teachers will then call on individual students to share their response with the whole
class.
After discussion on if calories count affects customer ordering, teacher will play the National
Public Radio clip on the effect of posting calories.
Student Personal Reflection:
Using Socrative.com, students will respond individually to the following questions:
1) According to the clip, what are some reasons why publishing calories may
not affect how people order?

2) Do you pay attention to the calories at fast food restaurants when you
order? Why/why not?

3) Would publishing nutritional information in the forms of exercise affect
how people order, why/why not?
Results of the questions will be posted on a class websites to review in the next lesson.
Assessment
Student work on the worksheets will be used to assess student understanding of the lesson.
Lesson Three: Healthy Decisions
Duration: One to two days
Objectives
Students will be able to identify fast food items that they typically order
and the calorie content in those menu items.

Students will be able to use formulas in Google Sheets or Excel to
calculate the sum of menu items.

Students will be able to use formulas in Google Sheets or Excel to
calculate how their individual rates of burning calories per minute for a specific exercise.
Students will be able to use formulas to calculate how long they would
have to exercise to burn off the menu items they selected.
Essential Question
How long would you have to exercise to burn off the calories consumed at your favorite fast food
restaurant?
Number Sense 6.2, 6.3
Materials Needed

Individual student computers
Internet connection
Student access to spreadsheets using Google Sheets or Excel
Introduction
Students will review Socrative responses from previous lesson and discuss if they feel that
posting how long someone would have to exercise to burn off menu item would affect the items
customers would order.
Direct Instruction
Teacher will explain to students that today they will be researching the menu items that they
would typically order from a fast food restaurant. They will look up the nutritional information
for each menu item and use a spreadsheet to track and calculate how long they will have to
exercise to burn off the calories consumed.
Teacher will go over how to calculate sum, multiplication, and division using formulas in the
spreadsheet.
Spreadsheet Formulas:
To calculate sum use: =sum(first cell-last cell) example: =sum(b1-b5)

To calculate multiplication: =multiply(first cell, last cell) example
=multiply(b1,b5)
To calculate division=divide(first cell, last cell) = divide(b2, b3)
Student Practice
Step one: Students will look up the nutritional information of their typical food items at fast food
restaurants. They will then calculate the total calories in their menu choices using the sum
formula in Google Sheets.
Step two: Students will estimate how much they weigh and choose three forms of exercise they
typically engage in to calculate the rate of calories burned per minute. Students will use the
multiply formula to calculate the rate,
Step three: Students will use the division formula to determine how many minutes they would
need to exercise to burn off their menu choices.
Once students have calculated their typical menu choices, they will then research healthier
options and calculate how long they would have to exercise if they swapped high calories items
for lower calorie items. They will go through the same process as above.
Students will turn in spreadsheets once completed.
Closing/Reflection
Students will answer the following questions using Socrative.com
How will what you learned this week effect how you order at fast food
restaurants?
Would you rather order the same items and exercise longer or order a
lower calorie item and not have to exercise as long? Explain your thinking.
Assessment
Student spreadsheets and reflections on socrative.com will be used to identify students who are
struggling with the lesson.
Unit Part Two: Healthy School Meals
Lesson Four: Healthy Food Choices
Duration: One Day
Objectives
Students will research food guidelines for public schools.
Brainstorm interview questions to ask experts on school food service and nutrition.
Students will be able to convert between measurements units commonly used in cooking using
ratio tables.
Essential Question
What nutrition factors go into the decision of what schools serve to students?
Number Sense 6.2, 6.3
Materials Needed

Student Computers
Learn Zillion Lesson Video: https://learnzillion.com/lessons/592-convert-
measurement-units-using-ratio-tables
YouTube Video: https://www.youtube.com/watch?v=olZVsiH3qrY
Access the following websites: http://wvde.state.wv.us/child-
nutrition/tools/calculator.html
USDA Measurements handouts
Beans and water
Measuring Cups
Introduction
YouTube Video Uproar over School Lunches https://www.youtube.com/watch?
v=olZVsiH3qrY
Partner discussion: Teacher poses the following questions-
What do you think about the school lunches at your school?

Are the school lunches healthy, why/why not?
How could the school improve school lunches?
Once students have had time to discuss in partners, follow up with a whole class discussion by
calling on individual students to share their responses.
Direct Instruction
Explain to students that for this part of the unit, they will work in small groups to plan a healthy
meal for the school. They will need to research nutrition information for menu items and they
need to find out how much of the ingredients they will need to serve to the school.
Lesson on Converting Measurements
Show students the LearnZillion lesson video on converting measurements and pause to clarify
points for students.
https://learnzillion.com/lessons/592-convert-measurement-units-using-ratio-tables
Show an example on the board on how to convert 4 cups into tablespoons using a ratio table
16 tablespoons 32 tablespoons 64 tablespoons
1 cup 2 cups 4 cups
Ask students to explain other ways to solve rates? Students should be able to explain that they
can use multiplication and division, or use double line graphs, or coordinate planes.
Student Practice
Students will work on USDA practice worksheet in small groups

For this worksheet pass out measuring cups to each group and beans. Students will explore the
difference in measurements of solid vs liquid in questions #1-3
Questions #4-8 students will work in partners to solve the measurements using appropriate tools.
Questions 9-10 students will look up food labels online at
http://www.kraftrecipes.com/home.aspx and convert the measurements to another unit.
Closure
Once students have practiced converting measurements, they will research healthy food choices
online at http://www.letsmove.gov/eat-healthy and brainstorm questions to ask a nutritionist
about healthy meal choices, and a cafeteria worker.
Lesson 5: Ask an Expert
Duration: One to two days
Objectives
Students will interview experts in the field of nutrition and food service to
gather information about serving healthy lunches at school.

Students will choose 4 recipes: 1 entree, 2 side dishes, and 1 dessert and
compare how healthy they are to each other by calculating nutrition information for each
serving.
Common Core State Standards
Number Sense 6.1.a, 6.3
Ratios and Proportional Relationships 6.2, 6.3
Materials and Experts
Computer access with Skype or Google Hangout

Nutrition expert to conference with
Cafeteria worker to speak with class
Student computers to access the following websites
http://wvde.state.wv.us/child-
nutrition/tools/calculator.html
http://www.nfsmi.org/Templates/TemplateDefault.a
spx?qs=cElEPTEwMiZpc01ncj10cnVl
Student Handout: How Healthy are your Recipes
Expert Interviews
Students will interview a nutritionist via a video conference to gain information on healthy meal
choices and a cafeteria worker about serving school lunches.
Group Work
In groups of 4-5 students will select a menu that consists of 4 items: 1 entree, 2 side dishes, and
one desert from the National Food Service Management System
(http://www.nfsmi.org/Templates/TemplateDefault.aspx?qs=cElEPTEwMiZpc01ncj10cnVl).
They will then calculate how healthy each recipe is using the nutrition information for each
recipe and complete the worksheet How Healthy is your Recipes.
Students will use what they have learned about unit rates to calculate nutritional information for
one serving.
Closure
Students will reflect on what they learned in this lesson in a Socrative Exit Ticket by answering
the following questions:
What recipes did your group choose?

Why are these recipes healthy?
What makes your menu choice appealing to
students at your school?
Lesson 6: Scaling Recipes and Creating a Presentation
Duration: Three to Four days

Objectives
Students will be able to convert fractions, decimals, and percents

Students will be able to fluently add, subtract, multiply, and divide
decimals
Students will be able to estimate the amount of ingredients needed for 50
servings.
Students will be able to scale recipes to 25 servings, 50 servings, and 125
servings.
Students will create a presentation to present to their school that includes 4
slides that explains the nutritional value of their menu and convinces students that their
menu will taste good.
Common Core State Standards
Number Sense 6.1.a, 6.3.b
Ratios and Proportional Relationships 6.2, 6.3
Materials
Worksheets: Total Nutrition of your Meal, Estimation, and Scaling.
Student Computer Access
Google Slides or PowerPoint Presentation Software
Direct Instruction
Explain to students that today they will be calculating how much ingredients will be needed if
you scale recipes to 50 and 150 servings.
Begin by reviewing how to convert fractions, decimals, and percents.
Guided practice: Students calculate and fill out worksheet on converting fractions, decimals, and
percents.
Individual work
Each student in the group will fill out the estimation worksheet for one recipe from their groups
menu. Explain to students that they will estimate the amount of each ingredient that will be
needed for each recipe. They will not calculate at this time. Student complete worksheet F
Group Work
Students will work in their groups to fill out the scaling worksheet by calculating the amount of
each ingredient needed for serving of 25, 50, and 125 servings.
Student Presentation
Now those students know the nutritional value of their food choices and how to scale it up to
serve 125 students. They will create a presentation, using Google Slides, which they will present
to the school. Their presentation must include 4 slides that explains the nutritional value of their
menu and convinces students that their menu tastes good. Before students begin creating their
presentation, the teacher will review the rubric and expectations for the presentation. Students
should have two-three work sessions to create their presentation and practice presenting.
Final Unit Presentation
Students will present their presentations to the whole school during lunch. After each group's
presentation, students will vote on which menu they would want served at their school. Students
will vote via a Google Form that will be sent to teachers of each grade.
End of Unit Reflection
Students will write a one page reflection paper that answers the following questions:
How can the information you learned in this unit about exercise, calories,
and nutrition help you make healthy choices?

What can schools do to promote healthy food choices and exercise in
students?
What can you do to help your family make healthy food choices?
What made your presentation to the school successful/unsuccessful?

References
"New-Tritional Info : A Lesson by Mathalicious." Mathalicious. Web. 27 Feb. 2015.
<http://www.mathalicious.com/lessons/newtritional-info>.
"Nutrition Math." NextLesson. Web. 27 Feb. 2015.
<https://www.nextlesson.org/project_details/Nutrition-
Math/fcab1af5d0c49245602a0c6ca9af58e353121150f0a99c718cd423d3>.

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Running Head: MATHEMATICS AND HEALTHY FOOD CHOICES 1

Mathematics and Healthy Food Choices

Fresno State University

Mathematics and Healthy Food Choices

Unit Part One Lesson Plans: Calories Consumed and Exercise

Lesson One: Exercise and Calories

Duration: One Day

Lesson adapted from Mathelicous.com New Tri-Tritional Info

different types of exercise and body weights using rates.

Common Core State Standards and Mathematical Practices

Ratio and Proportional Relationship 6.2 and 6.3

Number Sense 6.3

Mathematical Practice: MP.3 and MP.6

Computer and Projector

playing basketball in a bet to win a Big Mac.

McDonalds YouTube Commercial: https://www.youtube.com/watch?v=PmrTDZy3f2M

calories in an Extra Value Meal?

someone to burn off calories?

Why or Why Not.

burns per minutes.

Example: LeBron James playing basketball

.063 cal .06 3 cal 250lb

minute he plays basketball.

lead whole class discussion by calling on individual students.

what could they do?

different exercise that burns more calories

be administered using socrative.com. The following questions will be posed to students:

1) How well did you understand todays material?

calories per pound.

the next lesson.

on the math computations.

Lesson Two: Calories Consumed and Duration of Exercise

Duration: One day

Lesson adapted from Mathelicous.com New Tri-Tritional Info

Students will calculate rates to determine how long a person needs to

exercise to burn off a McDonald's extra value meal.

Common Core State Standards and Mathematical Practices

Ratio and Proportional Relationship 6.2 and 6.3

Number Sense 6.3

Mathematical Practice: MP.3 and MP.6

Computer and Projector

McDonald's Extra Value meal that has 1360 calories in it.

guided questions to help students work through the problem.

What units are involved in this problem?

many calories does he burn in two minutes?

Calories Burned 15.75 31.5 78.75 315 756

they solved the problem.

Teacher models how to solve this problem using equivalent rates:

15.75 Cal 1360 cal

three different types of exercise.

helping struggling students:

the most calories)

Public Radio clip on the effect of posting calories.

Student Personal Reflection:

Using Socrative.com, students will respond individually to the following questions:

not affect how people order?

order? Why/why not?

how people order, why/why not?

Lesson Three: Healthy Decisions

Duration: One to two days

and the calorie content in those menu items.

calculate the sum of menu items.

have to exercise to burn off the menu items they selected.