Giantburgers

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

7, 8

Overview

This is a free learning activity from Illustrative Mathematics. In this learning activity, students will read a headline about Giantburger restaurants, solve the real-world problem presented, and justify their reasoning.

This activity results from the ALEX Resource Development Summit.

Phase

After/Explain/Elaborate
Mathematics (2019) Grade(s): 7

MA19.7.14

Define and develop a probability model, including models that may or may not be uniform, where uniform models assign equal probability to all outcomes and non-uniform models involve events that are not equally likely.

UP:MA19.7.14

Vocabulary

  • Probability model
  • Uniform model
  • non-uniform model
  • observed frequencies

Knowledge

Students know:
  • the probability of any single event can be expressed using terminology like impossible, unlikely, likely, or certain or as a number between 0 and 1, inclusive, with numbers closer to 1 indicating greater likelihood.
  • A probability model is a visual display of the sample space and each corresponding probability
  • probability models can be used to find the probability of events.
  • A uniform probability model has equally likely probabilities.
  • Sample space and related probabilities should be used to determine an appropriate probability model for a random circumstance.

Skills

Students are able to:
  • make predictions before conducting probability experiments, run trials of the experiment, and refine their conjectures as they run additional trials.
  • Collect data on the chance process that produces an event.
  • Use a developed probability model to find probabilities of events.
  • Compare probabilities from a model to observed frequencies
  • Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.

Understanding

Students understand that:
  • long-run frequencies tend to approximate theoretical probability.
  • predictions are reasonable estimates and not exact measures.
Mathematics (2019) Grade(s): 8

MA19.8.3

Develop and apply properties of integer exponents to generate equivalent numerical and algebraic expressions.

UP:MA19.8.3

Vocabulary

  • Integer Exponent

Knowledge

Students know:
  • that whole number exponents indicate repeated multiplication of the base number and that these exponents indicate the actual number of factors being produced.

Skills

Students are able to:
  • Develop integer exponent operations in order to generate equivalent expressions through addition, multiplication, division and raising a power by another power with expressions containing integer exponents.

Understanding

Students understand that:
  • just as whole number exponents represent repeated multiplication, negative integer exponents represent repeated division by the base number.
  • The exponent can be translated (visually, listing out the factors) to represent the exact number of factors being repeated so that the use of integer exponent operations ("rules") can be proven/make sense.

Learning Objectives

Students will be able to use their understanding of exponents as repeated multiplication to develop equivalent expressions and justify integer exponent properties.

Activity Details

Students should have been introduced to exponents and have had an opportunity to explore and investigate exponents. The teacher may choose to review integers as an introduction to this learning activity. This activity can be used to give students the chance to demonstrate their knowledge of exponents and explain their thinking.

The teacher should provide the students with a link to the website Giantburgers.  

The students should have discovered in class that an exponent is repeated multiplication. 

During this learning activity, students will demonstrate their understanding of exponents as repeated multiplication by reading a newspaper headline, solving the equation involving exponents, and deciding if the headline is true or false. 

Students will then explain their reasoning and show how they solved the equation. As students work, the teacher should walk around the room and observe any students who might be struggling.

Assessment Strategies

The task of finding a solution to the Giantburgers headline scenario will be the assessment for the students.

Variation Tips

Students who are struggling may need to be paired with stronger students.

This learning activity can be completed with a partner or as an independent activity.

This activity can be downloaded and printed out if internet-connected computers are not available.

Background / Preparation

The teacher and students will need internet-connected devices to access the website.

The teacher can choose to download and print out the learning activity. If the teacher decides on this option, he/she will need to make copies of the learning activity (one per student) to distribute.

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