Math Academy Dining Out

7/29/2019 Math Academy Dining Out

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MahAcademyDnng Ou!Explorations in Fractions, Decimals, & Percents


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A Tank Yo to Or Cororate Sonsors

The Actuarial Foundation would like to thank theollowing sponsors or their generosity in unding the

production o the Math Academy booklet.

By providing fnancial support or this project they are

assisting The Actuarial Foundation in its pursuit o one o

its many aspirationsto provide students with enrichedlearning opportunities that can help them succeed in

their educational and proessional endeavors.

The Actuarial Foundation and the companies listed

below are collectively ensuring math educationremains strong and enjoys a prosperous uture.

2007 The Actuarial Foundation

the Acuaral foundaons msson: To develop, fundand execute education and research programs that servethe public by harnessing the talents of actuaries.


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Congratulations! Youve just ound your answer to the

question, What can I do to create real enthusiasm or

mathematics in all my students?

Created by teachers or teachers, the Math Academy tools

and activities included in this booklet were designed to create

hands-on activities and a un learning environment or the

teaching o mathematics to our students. On Math Academy

days I oten ound that I couldnt make it rom my car to my

classroom without being stopped by enthusiastic students

wanting to know every detail o the upcoming days events.

Math Academy days contributed to a positive school-wide

attitude towards mathematics on our campus.

This booklet contains theMath Academy Dining Out!

Explorations in Fractions, Decimals, and Percents, which you can

use to enhance your math instruction while staying true to the

academic rigor required by the state standards ramework.

This eort would not have been possible without support rom

The Actuarial Foundation. With the help o the Foundations

Advancing Student Achievement (ASA) grant program, whichis committed to unding projects that enhance the teaching o

mathematics, this Math Academy program came into being.

I sincerely hope that you enjoy implementing theDining Out!

Math Academy with your students. When you do, you will

nd that your students engage with mathematics on a whole

new level. The Actuarial Foundation is truly a great partner

in urthering mathematics education!

For the kids!

Kmberly Rmbey, M.Ed., NBCT (Mat)Mathematics Specialist

Phoenix, AZ

I you wish to fnd out more about my experiences with this

and other Math Academies, eel ree to contact me via e-mail

[email protected].

A Letter from te Ator


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When the Math Academy concept was rst developed, it was designed as a hal-day or ull-dayevent which allowed students to deepen their understanding o math while interacting with vol-unteers rom the community (see page 24 or ideas on working with community volunteers). Theactivities we selected or these events were hands-on, standards-based lessons which applied math-ematical principles in real-world scenarios. Each student experienced three to ve activities duringthe course o the event.

Each Math Academy began with a brie school assembly eaturing a guest speaker who representedthat days particular theme. Themes included math related to restaurants, sports, nature, shopping,ne arts and other topics, as well as ocused on math-related careers. Ater the assembly, studentsrotated to dierent classrooms where they engaged in various activities related to mathematics andthe days coordinating theme.

Included in this booklet is the Math Academy Dining Out! Explorations in Fractions, Decimals,and Percents, which has all the activities we used or the restaurant Math Academy. This MathAcademy is designed to help students understand how to use ractions, decimals, and percents in thecontext o restaurants and money. In this day o credit and git cards, children do not have as manyreal-lie opportunities to count money and make change. These activities will keep those skills resh,even with older students.

You may choose to implement a grade-level or school-wide Math Academy as we originally designedit, or you may preer to implement these activities in your own classroom. Whichever ormat youuse, keep in mind that the goal is to help your students see the relevance o mathematics in real-liecontexts.

Wat s a Mat Academy?


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Math Academy Format

You may choose to conduct your Math Academy as a school-wide event, as agrade-level rotation, or as a single-classroom experience. I you will be holding

your Math Academy or a single classroom, you may want to invite a guest speakerto speak with your class about how mathematics is used in his/her job (ratherthan putting on a school-wide or grade-level assembly as described below).

Math Academy Schedule

Schedule and times may vary depending on ormat being used.

Opening assembly (optional) 15 minutes

Directions and Math Journals 15 minutes

Activity Rotations 3045 minutes per activity

Assessment and Closure 15 minutes

Opening Assembly/Directions

To build enthusiasm and to ocus attention, have everyoneparticipate in the Math Academy Chant(or younger students):

You and me, we all agree Math is un as you will see!It makes us think, it makes us strong,It helps us learn even when were wrong.

You and me, we all agree

Math is un at the Math Academy!inroducon

Announce to the students that today they will be working with menus, money,and discounts. Everyone loves to eat out, and knowing how to gure tips, tax, anddiscounts is part o the experience especially when it means youll save money!Explain to them that during this Math Academy, they will be visiting our dierentrestaurants, and at each one, they will use the menus to complete the activities. Theskills o using ractions, decimals, and percents will be very important throughout allo these dining out experiences.

Gues Seaker presenaon (oonal)

Beorehand, arrange or someone in the restaurant business to talk to the

students about the mathematics ound in a restaurant (they may or may notconnect to ractions, decimals, and percents, but encourage them to do so).Possible guest speakers may include a che, a waiter, a restaurant owner, or aculinary instructor. One school had a che do a cooking demonstration or 300students and he brought samples or everyone! Although this guest speaker

will primarily be ocused on the restaurant aspect o this Math Academy theme,you may want to work with him/her ahead o time to assist with includingmathematical ideas in the talk.

Gettng Started

Theme

Dining Out: Understanding Frac-tions, Decimals, and Percents WhenEating Out

Objective

Understand and apply concepts oractions, decimals, and percents tocount money, make change, guretax/tips, and participate in otherrestaurant-related activities


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Use the Procedures section in each activity as a skeleton or the lesson.

Look through the Suggestions or Customizing This Activity section.

Select the suggestion(s) which best ts with the concepts on whichyou want your students to ocus.

TEAChER TipS: CuSTOMiziNG ThESE ACTiviTiES

We asked our students to usegraphic organizers to recordtheir thoughts and ndingsin their math journals. Thiscreates a great connection toour language arts curriculum.

The best results are achievedwhen 45 minutes are allowedin each classroom about 30minutes or the activity and15 minutes or clean-up andrefection. The students can

use their math journals torecord their ndings during theactivities and write refectionson the journals blank pages.

Following the ractions, deci-mals, and percents activitiesin this booklet, you will nda student quiz as well assample surveys or studentsand teachers so that you canevaluate the success o yourMath Academy. The Actuarial

Foundation would love to hearall about your success and willsend a $50 Git Certicateto the rst 100 teachers whoimplement these activities andsubmit the results. For moreinormation and to downloadthe evaluation orm, go towww.actaralfondaton.org/grant/matacademy.tml.

TEAChER TipSUse o Math Journals

Students record their ndings in their Math Journals during each activity.These journals should contain all recording sheets or the activities as wellas blank paper or the extension activities. Beore beginning the ActivitiesRotation, students should spend about 10 minutes writing in their math

journals, including their refections rom the assembly as well as briefydescribing what they already know about ractions, decimals, and percents.

Activities Rotation

I multiple classes are participating in the Math Academy, each classroom shouldhost a dierent activity so students will rotate rom classroom to classroom inorder to complete each activity. I only one class is participating, the students mayrotate rom one activity to the next around the room, or they may do each activityas a whole class, one game ater the other. Activities begin on page 7. For best

results, plan on three to ve activities or your Math Academy.

Note: There are no teacher answer keys in this particular booklet since allactivities are open-ended and answers will vary

Closure and Assessment

Once all activities are completed, the students may return to theirhomeroom classes or nal refections and assessment. See pages 21and 22 or sample post quiz and survey.

Key VocabularyFractions

Numerator

Denominator

Equivalent

Decimal

Sales

Tax

Gratuity

Tenths

Hundredths

Percent

Gettng Started (continued)


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1 1 1 1

1 1 1 1

Mat Academy Manlates:Money

The activities in this booklet recommend the use o plastic coins and paper bills or counting money andmaking change. I plastic coins and paper bills are not readily available, the pieces below may be photocopiedand cut apart or classroom use.

25

25

25

25

10

5 5 5 5 5

25

10 10 10

10 10 10 10

5 5 5

25

25

25


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Mat Academy Manlates: Coupons

Copy the coupons below. Cut apart to be used with the Activities

20%off

enre order

20%off

enre order

20%off

enre order

20%off

enre order

25%off

enre order

25%off

enre order

25%off

enre order

25%off

enre order

50%off

enre order

50%off

enre order

50%off

enre order

50%off

enre order

off

enre order

3 off

enre order

3 off

enre order

3 off

enre order

3


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Mat Academy Actty 1:Joes Place

Objective Younger students will select items rom a menu and countout the total amount needed using the ewest bills & coinspossible. Older students will determine ractions, decimals,and percents o the items ordered and/or gure percent/rac-tion discounts based on coupons. Older students may use theoptional raction menu as well, which will encourage themto connect ractions and decimals in the context o money.

Materials Menus (photocopy page 10)

Money trays

Play Money (see page 7)

Order Form (photocopy page 11)

Optional: Coupons (see page 8)

Procedures Students use the menu to determine what they will beordering. They should write down their ood choices andthe cost, on the appropriate order orm.

Students determine the total amount to pay and record onthe order orm.

Students pay or the meal using the least number o bills &coins possible.

1.

2.

3.

Suggestions or Customizing This Activity

Younger Sudens:Ask students to record how they would pay or their meals using the ewestnumber o bills/coins (record on money combination orm).

Have students use the order orm that does not include tax or tip.

Ater students determine their individual totals and count out the bills/coins, have students combine their totals by putting all o their bills/coinstogether. Next, have students trade bills/coins to be sure they have theewest bills/coins possible while maintaining the correct total.

All Sudens:

Ask students to select their items and determine the total as individuals or asa group.

Ask students to use the second menu as a unique way or them to determine therelationship between ractions and money.

Give the students coupons to use ater they have determined the total costo their meals. These coupons may be or 20%, 25%, 1/3, or 50% o the totalcost o the meal. O course, they will have to re-gure the tax and tip i that

was part o their assignment.


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Suggestions or Customizing This Activity (contd)

Older Sudens:

Ask students to determine the total order including 10% tax and 15% tipAsk students to determine the total order including the tax and tipstructures or the city/state where they live.

Ask students to determine the total or a catered party. For this option, theymust decide upon a menu and then multiply the cost o each item times thenumber o guests they expect. This option must also include tax and gratu-ity (gratuity is typically 20%).

Ask students to use mental math strategies to gure tax, tips, and/or coupondiscounts.

Joe's place Men #1 Joe's place Men #

Hamburger . . . . . . . . . . . . . . . . . . . . . $4.75

Chicken Sandwich . . . . . . . . . . . . . . . . $4.75

Caesar Salad . . . . . . . . . . . . . . . . . . . $5.50

Cheese Crisp. . . . . . . . . . . . . . . . . . . . $3.25

Soup . . . . . . . . . . . . . . . . . . . . . . . . . $3.10

French Fries . . . . . . . . . . . . . . . . . . . . $1.90

Onion Rings . . . . . . . . . . . . . . . . . . . . $2.25

Fruit Plate. . . . . . . . . . . . . . . . . . . . . . $2.50

Fresh Vegetables. . . . . . . . . . . . . . . . . $2.50

Soda . . . . . . . . . . . . . . . . . . . . . . . . . $1.50

Iced Tea . . . . . . . . . . . . . . . . . . . . . . . $1.50

Coee . . . . . . . . . . . . . . . . . . . . . . . . . $.75

Latte . . . . . . . . . . . . . . . . . . . . . . . . . $3.80

Milk Shake . . . . . . . . . . . . . . . . . . . . . $3.25

Sundae. . . . . . . . . . . . . . . . . . . . . . . . $4.25

Pie . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.75

Hamburger . . . . . . . . . . . . . . . . . . . . . $4

Chicken Sandwich . . . . . . . . . . . . . . . . $4

Caesar Salad . . . . . . . . . . . . . . . . . . . $5

Cheese Crisp. . . . . . . . . . . . . . . . . . . . $3

Soup . . . . . . . . . . . . . . . . . . . . . . . . . $3 110

French Fries . . . . . . . . . . . . . . . . . . . . $1 910

Onion Rings . . . . . . . . . . . . . . . . . . . . $2

Fruit Plate. . . . . . . . . . . . . . . . . . . . . . $2

Fresh Vegetables. . . . . . . . . . . . . . . . . $2

Soda . . . . . . . . . . . . . . . . . . . . . . . . . $1510

Iced Tea . . . . . . . . . . . . . . . . . . . . . . . $1

Coee . . . . . . . . . . . . . . . . . . . . . . . . . $

Latte . . . . . . . . . . . . . . . . . . . . . . . . . $3 45

Milk Shake . . . . . . . . . . . . . . . . . . . . . $3

Sundae. . . . . . . . . . . . . . . . . . . . . . . . $4 15

Pie . . . . . . . . . . . . . . . . . . . . . . . . . . . $3


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Joes Place Order Form #1

# item(s)

item

Cost

Total

Cost

Total:

Joes Place Order Form #2

# item(s)itemCost

TotalCost

Sb-Total:

Tax:

T:

TOTAL:

Joes Place

Money Combination Form

How did you make your total amount usingthe ewest coins and bills possible?

Conshow

Many? Amont

Pennies

Nickels

Dimes

Quarters

One-dollar bills

Five-dollar bills

Ten-dollar bills

Twenty-dollar bills

Total:


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Objective Younger students will count out the total amount o moneyneeded to purchase trail mix using the ewest number obills/coins possible. Older students will determine ractions,decimals, and percents o the items ordered and/or gurepercent/raction discounts based on coupons.

Materials Play Money (see page 7)

Money trays

Dice

The Snack Shop Recording sheet (photocopy page 13)

Optional: Trail Mix ood, bowls, spoons, ziplock bags

Procedures Show students the Trail Mix menu and explain that theywill be going through The Snack Shop to make trail mix.

Students may take a total o 5 scoops Each student rollsa die ve times to determine which items and how manyscoops o each to take. Students determine the total cost othe selections and ll out the recording sheet accordingly.

Students must pay or the Trail Mix using exact change inthe least number o bills/coins possible.

Optional: Students scoop real trail mix into ziplock bags,mix, and eat.

1.

2.

3.

4.


All Sudens:

Change the value o the scoops as needed.

Change the number o scoops they may take (especially or older studentswho may be guring the ractions, decimals, and percents or each item).

Have the children determine the change they would receive i they paid witha $20 bill.

Older Sudens:

Ask the students to determine the raction, decimal, and percent equivalentsor each item they included.

Require students to make a circle graph and record the percent or each itemthey selected or their trail mix.

Hand out coupons and have students gure out the actual price ater takingo the coupon amount (20%, 25%, 1/3 or 50% o see page 8).

Have students use mental math strategies to gure percents.

Have students determine the tax based on their state/city tax scale; or havethem estimate tax with a round number (e.g., 5% or 10%).

Mat Academy Actty : The Snack Shop


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Mat Academy Actty : The Snack Shop

Tral Mx Men

Raisins (1 scoop). . . . .$0.88

Peanuts (1 scoop) . . . . $1.25

M & Ms (1 scoop) . . . $1.49

Goldsh (1 scoop). . . .$0.95

Pretzels (1 scoop) . . . . $1.09

Your choice (any item above)

The Snack Shop Recording Sheet

Today you are making Trail Mix at The Snack Shop. Use the menu tofnd out how much each scoop costs. Record your data below.

item Cost

Total Cost:

How can you make that amount using the ewest number

o coins/bills possible?

Cons how Many? Amont

Pennies

Nickels

Dimes

Quarters

One-dollar bills

Five-dollar bills

Total:


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Mat Academy Actty : The Corner Diner

Objective The students will count mixed bills/coins and record correctlyusing the symbols or $. Older students will use mentalmath strategies to add bill/coin values and to determinepercentages.

Materials Play Money (see page 7)

Money trays

The Corner Diner Recording Sheet (photocopy page 15)

Procedures Explain to students that in The Corner Diner, the valueo each ood item will be determined by the letters in thename o that ood.

Go over the Whats the Value chart which explainsthat vowels = 25, consonants b n = 5, and consonantsp z = 10 (or whatever value structure you choose touse see customizing options below).

Distribute the menu and have students use bills & coinsto determine the cost o each menu item.

Students should record the value o each item as well asdraw the bills/coins.

The last 2 spaces are or the students to select their ownmenu items. I time permits, they can add to their menuson the back side.

Optional: Students can trade bills/coins to make the valueusing the least number o bills/coins possible (e.g., trade4 quarters or a dollar, trade 2 nickels or a dime, trade 2dimes & a nickel or a quarter, etc.)

1.

2.

3.

4.

5.

6.


All Sudens:

Rather than using the value sheet included on the next page, ask the stu-dents to determine prices based on the ollowing structure: A = 1,B = 2, C = 3, D = 4, and so on.

Older Sudens:

Ask students to use mental math rather than using bills/coins.Ater nding the value o each item on the menu, ask students to convertthe menu into a raction menu as ound in the rst activity in this booklet(Joes Place, Menu #2). All ractions should be listed in lowest terms.

Ask students to create discount menus or prot menus ater nding thevalue o each item.

Discount Menu: What would the menu prices be i each price werereduced by 25% (or any percent) in order to draw in more customers?

Prot Menu: What would the menu prices be i each price were increasedby 50% (or any percent) in order to increase prots?


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Mat Academy Actty : The Corner Diner

Whats the Value?

Menvowels =

(a, e, i, o, u)

Consonants:

b n =

(b, c, d, , g, h, j, k, l, m, n)

= 10

(p, q, r, s, t, v, w, x, y, z)

The Corner Diner Recording Sheet

hambrger Ceesebrger

pa Frenc Fres

pe Cake


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Mat Academy Actty :The Menu Game at The Terribly Terrifc Taco

Objective The students will gure discounts and/or prot increases or

various ood totals. Students will add decimals to $100.

Materials The Terribly Terrifc TacoMenus (photocopy page 17)

Game board (photocopy pages 1819)

Game cards (photocopy page 20)

Game spinner and paper clip or each team (photocopypage 17)

Game pieces (one or each player)

Scratch paper

Optional: plastic or paper coins and paper bills (see page 7

i using photocopies)

Procedures All players place game pieces on START. Place cards,ace down, in the center o the game board.

Player 1 spins the paper clip on the spinner and moves thatmany spaces in either direction.

Player 1 takes the top card and reads it out loud.

All players nd the total on the card and apply the dis-count/increase on the game board to the order on thecard. This total belongs to Player 1, but all players do theoperation to check his/her work.

Player 1 records his/her total on scratch paper.

Players take turns repeating steps 2 5.

On subsequent turns, players roll the die and move thatmany spaces in either direction, beginning at the spacethey landed on or the previous turn. Then they add thenew total to the previous total. The rst player to reach$50 wins the game. (Note: I a player lands on Startagain, s/he simply records the total rom the game cards/he draws.)

1.

2.

3.

4.

5.

6.

7.

Suggestions or Customizing This ActivityYounger Sudens:

Have students use game board 1.

Alter the game board so that ractions, decimals, and/or percentst the level o the students.

Alter the winning amount to shorten or lengthen game time.

Ask student to use coins and bills to determine amounts.


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Mat Academy Actty :The Menu Game at The Terribly Terrifc Taco


Older Sudens:

Have students use game board 2 (advanced).

Ask students to do mental math rather than use coins and bills.

Ask students to gure tax and/or tip to determine the total or each turn(provide the percentages you want them to use e.g., 15% or tip and 10%or tax i using mental math; also, tell them beorehand i they are to add thetax and tip beore or ater the game board operation is applied).

Alter the menu prices to t with the skill-level o your students.

Allow students to use calculators i working on technology objectives.

The Terribly Terrifc Taco Menu

Ala Carte Menu

Tostada . . . . . . . . . . . . . . . . . . . . . . $1.50

Taco. . . . . . . . . . . . . . . . . . . . . . . . . $1.50

Enchilada . . . . . . . . . . . . . . . . . . . . . $2.00

Burrito . . . . . . . . . . . . . . . . . . . . . . .$4.00

Soda . . . . . . . . . . . . . . . . . . . . . . . . $1.50

Ice Cream . . . . . . . . . . . . . . . . . . . . .$2.25

Value Menu

#1 1 Tostada, 1 Taco, 1 Soda. . . . .$4.25

#2 2 Enchiladas, 1 Soda. . . . . . . . .$5.25

#3 1 Tostada, 1 Burrito, 1 Soda . . . $7.50

Family Value Menu

4 Burritos, 4 Tacos, 4 Sodas . . . . . .$25.00

paer-Cl Snners Dagram

Game Snner

1 2

3

4

6

5


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Mat Academy Actty :The Terribly Terrifc Taco Game Board 1

STARTAdd$.

Take off

Take off$1.

Take off100%

Take off0%

Add100%

Take offalf

Sbtract0%

Add0%

Add$.0

Sbtract$1.0

Take off10%

Add$0.

Take off$0.

Add10%

Place Game CardsHere (Face Down)


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Mat Academy Actty :The Terribly Terrifc Taco Game Board 2Advanced

START1

off Total

% offone tem

pay11%

offtotal bll

increasetotal by

0%

1% offtotalincrease

total by

1 offtotal bll

offtotal bll

pay 10%of wole

0% offone tem

increasetotal by

10%

Decreasetotal by

10%

increasetotal by

%

1% oftotal bll

Place Game CardsHere (Face Down)


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Mat Academy Actty :The Terribly Terrifc Taco Game Cards

You ordered:Value Meal #2Value Meal #3

Total Bill:

$8.53

Total Bill:

$7.87

You ordered:Family Value Meal

You ordered:1 Tostada

1 Taco

Total Bill:

$5.05

Total Bill:

$17.29

You ordered:1 Soda

1 Burrito

Total Bill:

$10.51

You ordered:Value Meal #1

1 Tostada

You ordered:1 Burrito

1 Enchilada

Total Bill:

$11.98


2 Sodas

Total Bill:

$9.99

You ordered:1 Taco

1 Burrito

Total Bill:

$2.75

Total Bill:

$8.63

You ordered:Family Value Meal


Ice Cream

Total Bill:

$14.75


Ice Cream

Total Bill:

$11.42

Total Bill:

$9.57


1 Enchilada1 Soda


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Name ________________________________________

1. Draw a picture to show the ewest number o bills and coins you would need to pay or arestaurant bill o $19.87.

2. Complete the chart below to show the equivalent ractions and decimals or each amount.

Money n Decmals Money n Fractons

$2.50

$3.75

$5 910

$7.40

$3

3. Complete the chart below to show what the price would be or each discount/price increase.

prce 0% off 0% off 1% of rce

$20.00 $16.00 $10.00

$35.00

$50.00

$64.00

4. Using the value sheet rom The Snack Bar (vowels = 25, consonants b-n = 5, consonants p-z = 10), whawould be the price or each item listed below? (Bonus: draw a picture or each amount showing the ewestcoins possible.)

Apple pie = Ice Cream = Tostada =

Samle Q


22/28

1. What job would you like to have when you grow up?

2. What kind o math skills do you think you will need to do that job?

3. Rank each o these statements on a scale o 1 to 5 (1 being lowest rank):

I like math in school. 1 2 3 4 5I use math outside o school. 1 2 3 4 5

The math I learn at school is helpul. 1 2 3 4 5

I am good at math. 1 2 3 4 5

I liked participating in the Dining Out!Math Academy 1 2 3 4 5

I learned a lot about math during the Math Academy. 1 2 3 4 5

I would like to participate in Math Academiesagain in the uture. 1 2 3 4 5

4. The best thing about the Math Academy was:

5. The worst thing about the Math Academy was:

6. Do you know what an actuary is?

Samle Stdent Srey


23/28

1. What ormat did you use or this Math Academy?

m classroom m all classrooms in grade level m school-wide to all grade levels

2. What grade-level(s) used this Math Academy lesson?

3. Which Math Academy activities did you utilize with your students? 1 2 3 4

4. For the ollowing two questions, please use a ranking scale o 1 through 5(5 = great; 3 = mediocre; 1 = poor).

Overall, how would you rank this Math Academy?

How would you rank the activities you presented/taught?

5. Would you recommend these activities be used again?m Yes m No

Comments:

6. Do you think your students now have a better understanding o ractions, decimals, and percents?

m Yes m No

Comments:

7. Would you like to participate in another Math Academy?

m Yes m No

Comments:

8. Please let us know how well your Math Academy went.

9. Comments, ideas, suggestions:

Samle Teacer Srey


24/28

One o the most benecial aspects o our Math Academy program is theactuarial mentors/volunteers who interact with our students during eachMath Academy activity. Our actuarial mentors take time away rom theirusual work responsibilities on the days o our events so they can help out inthe classrooms. Please take the time to contact The Actuarial Foundation [email protected] nd out i actuaries are available in your area.

I you do not have actuaries available in your community, you may want toconsider requesting the assistance o parents, community members, or businesspartners who would be willing to work with the students during the activities.

Ater securing your mentors/volunteers, it is critical to identiy a Lead Mentorwho will serve as the liaison between you and the other mentors. The Leadshould e-mail all communications rom the teachers to the mentors, set up

schedules, send reminders beore each event, etc.

Mentor Training Session

Distribute the Math Academy schedule.

Distribute copies o the Math Academy activities.

Pedagogy Discuss some simple teaching techniques.

Management Assure mentors that the teachers willhandle all discipline. Discuss preventative managementtechniques such as proximity and having activities

well-prepared to avoid student down-time.

Brainstorm Allow some time during your trainingto take any ideas or suggestions rom your mentors.

Allow time or questions and answers.

Assigning mentors Assigning mentors to the sameclassroom throughout the year will help build strongerrelationships with the students and teachers.

E-mail exchange Collect everyones e-mail addresses oreasy communication between mentors and teachers.

School tour End your training with a school tour. Be sureyour mentors know the key locations o your school includingthe sign-in book (and procedures), restrooms, principals oce,and classrooms. I possible, include a map in their take-homematerials so they can nd their teachers classrooms oncethey receive their assignments.

Commnty inolement

An actuary is an expertwho deals with numbersand percentages, also knownas statistics. Actuaries provideadvice to businesses, govern-ments, and organizations tohelp answer questions aboutwhat to expect in planningor the uture.

To nd out more about theactuarial proession visitwww.BeAnActary.org.

WhAT iS AN ACTuARY?

The number o volunteer mentorsyou have will depend upon the

ormat and number o studentsinvolved in the program.Although you dont needvolunteer mentors at the class-room level, students nd thesevolunteer mentors to be un.

TEAChER TipS


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The unit included in thisDining Out! booklet takes into account all othe process standards outlined in NCTMsPrinciples and Standards

or School Mathematics (NCTM, 2000), including communication, con-nections, problem solving, reasoning and proo, and representation.Reerences to those types o processes should be made throughout theactivities. As or the content standards, the primary concentration is onthe raction, decimal, and percent objectives ound in theNumber andOperations standard. The perormance objectives or each o these areasinclude the ollowing:

Instructional programs rom pre-kindergarten throughgrade 12 should enable all students to

understand numbers, ways o representing numbers, relationships amongnumbers, and number systems; understand meanings o operations andhow they relate to one another;

compute fuently and make reasonable estimates.

Grades 35

recognize and generate equivalent orms o commonly used ractions,decimals, and percents;

develop and use strategies to estimate computations involving ractionsand decimals in situations relevant to students experience;

select appropriate methods and tools or computing with whole numbersrom among mental computation, estimation, calculators, and paper andpencil according to the context and nature o the computation and use theselected method or tools.

Grades 68

work fexibly with ractions, decimals, and percents to solve problems;

develop meaning or percents greater than 100 and less than 1;

understand the meaning and eects o arithmetic operations withractions, decimals, and integers;

select appropriate methods and tools or computing with ractions anddecimals rom among mental computation, estimation, calculators orcomputers, and paper and pencil, depending on the situation, and applythe selected methods;

develop and use strategies to estimate the results o rational-numbercomputations and judge the reasonableness o the results.

You will want to check with your own state ramework

to select perormance objectives which are specifc to

your students.

Algnment wt Standards


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Dining Out!Math Academy

Checklist Determine the date, time,

and schedule or yourMath Academy

Identiy the objectives tobe reinorced through thisMath Academy

Plan the opening assembly,i applicable

Conrm the schedule andcontent with guest speaker,i applicable

Customize the activitiesenclosed in this booklet

Make copies o the activities,quiz and surveys

Purchase and/or gathermaterials

Note: Most hands-on materi-

als or these activities can becreated by copying the black-line masters throughout thebooklet. In addition, you willneed the ollowing items:

plastic coins and plastic bills(or use cut outs o papercoins and bills on page 7)

student journals (withactivity orms included)

money trays

optional trail mix itemsor activity 2

dice

game pieces

Make math journalsor all students

Distribute materialsto other participatingteachers, i applicable

Notes


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More Resources romTeActaral Fondaton

BESTPRACTICESGUIDE

Students achieve with ASA grants

Students and Mentors:A Powerful Combination

Octavio,Grade8All AboutAlgebra

Erica,Grade11Pumped AboutProbability

Katie,Grade5Having FunWith Fractions

Expect the Unexpected with Math

Shake, Rattle, & Roll and Bars, Lines, & Pies, educationalprograms unded by the Foundation and developed anddistributed by Scholastic, the global childrens publishingeducation and media company, are designed to provideteachers and students with math literacy-based materialsthat meet national standards and are in alignment withcore school curriculum. These skill-building programsprovide lesson plans, activities and other teachingresources while incorporating and applying actuariesnatural mathematics expertise in real world situations.

To learn more about the program, or to downloada copy, visit www.actaralfondaton.org/grant/ndex.tml.

Advancing Student Achievement Grants

Advancing Student Achievement helps support youreorts in the classroom by integrating hands-on,practical mathematics skills brought to lie by practicingproessionals into your everyday curriculum.

As part o that program, The Actuarial Foundation oersunding o mentoring programs that involve actuaries insupporting your schools teaching o mathematics.

For inormation on this program and to nd outhow you can apply or an ASA grant, visitwww.actaralfondaton.org/grant/.

Best Practices Guide

This guide eatures a compilation o research on thevalue o mentoring, combined with 15 case historieso programs unded by the Foundation, each o whichincludes inormation on program design and results.

To request a hard copy o the Best Practices Guide, sendan e-mail to [email protected] or to download a copy, visitwww.actaralfondaton.org/grant/bestractces.tml.

Math


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475 North Martingale RoadSuite 600Schaumburg, IL 60173-2226

PH: 847.706.3535FX: 847.706.3599

www.actuarialoundation.org

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Math Academy Dining Out