Introduction: You are time-travellers. You are going to travel back to 1954 to a McDonald's Restaurant to see how prices have changed. Get ready to step into your time machine and have fun!
Prior Knowledge: The learners will need to be able to add and subtract money with regrouping. It is also assumed that they have had some prior experience with graphing.
Grade Level: 5-7
Mathematics Standards:
Grade 5:
Number Sense
Students compute with very large and very small
numbers, positive and negative numbers, decimals and fractions and understand
the relationship between decimals, fractions and percents. They understand the
relative magnitudes of numbers.
Students identify and represent positive and negative integers, decimals, fractions and mixed numbers on a number line
Students perform calculations and solve problems involving addition, subtraction and simple multiplication and division of fractions and decimals.
Students solve simple problems including ones arising in concrete situations involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less) and express answers in simplest form
Grade 6:
Number Sense
Students calculate and solve problems involving
addition, subtraction, multiplication and division of rational numbers.
Students solve problems
involving addition, subtraction, multiplication and division of fractions and
explain why a particular operation was used for a given situation
Students solve addition, subtraction,
multiplication and division problems, including those arising in concrete
situations that use positive and negative numbers and combinations of these
operations
Grade 7:
Number Sense
Students know the properties of and compute with
rational numbers expressed in a variety of forms.
Students add, subtract,
multiply and divide rational numbers, integers, fractions and decimals and take
rational numbers to whole number powers
Students solve problems that involve
discounts, markups, commissions, profit and simple compound interest
NCTM K4: Mathematics as Problem Solving; Mathematics as Communication; Mathematics as Reasoning; Mathematical Connections; Whole Number Operations; Whole Number Computation; Statistics and Probability; Fractions and Decimals; Patterns and Relationships.
Task: The student will create a display that includes a graph of her/his choice comparing the prices of the six original items that were served at McDonalds in 1954 with those same items today. The display will also include answers to a series of teacher-made questions. Students will share their findings.
Resources:
Process:
Learning Advice: The teacher may want to schedule in advance a field trip to a local McDonalds to ensure that each student has an opportunity to participate in this activity. This lesson can be done individually, with partners, or in small groups. Students may want to make McDonalds folders in which to keep all of their gathered information.
Evaluation: Students' displays should show a full grasp of the concept of graphing. Responses to the questions should show complete understanding of arithmetic operations. Communication should be clear.
Extensions: Compare the number of items offered on the menu today with what was offered in 1954. Make comparisons with other fast food restaurants. Communicate with students in other regions and countries to compare prices and menu variations. Write about this activity in a math journal. After reading the McDonalds Restaurants FAQ page, give a short presentation on some interesting facts about McDonalds.
Conclusion: After completing this activity, students will have learned how to gather data using an Internet source. They will have learned how to analyze data and graph their findings. Students will have also had the opportunity to utilize their math skills in a real-world setting. Finally, they will have had experience in communicating mathematically.
Source: http://score.kings.k12.ca.us/lessons/mcdonald.htm