Unit Overview: Favorite Menu Items and Health Issues

Aim: How can we protect ourselves from diabetes?

Objectives: Students gather data on foods to display and interpret bar graphs.

Grade Levels: Second-third Number of 45-Minute Periods: Three Source: Original

NCTM Teaching Principles Addressed

• Access and Equity, Curriculum, Tools and Technology, Assessment NCTM Standards

Data Analysis: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

CCSSM Standards

  • • Measurement
  • 2.MD.D.1. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

NCTM Processes/CCSSM Mathematical Practices

• Problem Solving

SMP1: Make sense of problems and persevere in solving them.

• Communication

SMP3: Construct viable arguments and critique the reasoning of others.

SMP6: Attend to precision.

• Connections

SMP5. Use appropriate tools strategically.

• Representation

SM4: Model with mathematics.

SM5: Use appropriate tools strategically.

Prerequisites

  • • Preliminary experiences with bar graphs
  • • Elements of types of food from the Food Pyramid

Materials and Tools

• Per group: ruler, construction paper, and table of nutritional values from Taco Bell. Per student: Homework sheet on diabetes given in Figure 6.2 and food content value in Figure 6.3

Management Procedures

  • • Assign students to groups 3-5 to conduct activities and to solve problems.
  • • Have students develop and apply a rubric to assess the graphs.
  • • Assign students homework to replicate class activities for a different data, and have them assess the results.

Assessment

Circulate to observe and question students' work. Check written work for accuracy. Have students use their rubric to assess the graphs. Review the diabetes questions of Figure 6.3 for accuracy.

Resources

Excelencia in Action (E-Action): A national network of action-oriented higher education institutions, community-based organizations, and professionals that leverage their collective expertise and resources, amplify current efforts, and expand successful strategies to accelerate Latino student success (http://wwwedexcelencia.org/). See more at http://wwwedexcelencia.org/ excelencia-in-action#sthash.ibV0HaFm.dpuf

Mr. R.’s World of Math and Science: Math poems for building vocabulary and concepts are organized by topics (http://mathstorycom/Poems/Mathpoemspage.html#.V2qc347Ds7B).

Poetry Soup (http://www.poetrysoup.com/poems/best/math)

TODOS: Mathematics for ALL: An international professional organization that advocates for equity and excellence in mathematics education for all students—in particular, Latina/o students (http://www.todos-math.org/).

 
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