Math-Related Credit Crosswalk
for
Career Technical Education Classes
in Macomb County
Program Information
District: L’Anse Creuse
F. V. Pankow Center
Program Name: Hospitality & Tourism
(Culinary Arts)
CIP Code Number: 12.9999
Career Pathway: Business, Management, Marketing
and Technology
Instructor Name: Scott Satterly
Date: May 2009
Strand STANDARDS CTE APPLICATION and PRACTICE
L1
REASONING ABOUT NUMBERS, SYSTEMS AND QUANTITATIVE LITERACY
L1.1 Number Systems and Number Sense
L1.1.1 Know the different properties that hold in Integers, rational numbers and percents are used
different number systems and recognize throughout the course.
that the applicable properties change in the Ex. Cauliflower has a 55% yield after trimming. How
transition from the positive integers to all much cauliflower is needed to prepare 4 pounds
integers, to the rational numbers, and to the of trimmed cauliflower?
real numbers. 4 lbs. of trimmed = 7.27 lbs. untrimmed
.55
L1.1.2 Explain why the multiplicative inverse of a Dividing by an integer is the same as multiplying by
number has the same sign as the number, the reciprocal.
while the additive inverse has the opposite Ex. How many ½ lb servings of lasagna can be made
sign. from 6 lbs. of lasagna? 6 ÷ ½ = 6 x 2 = 12
Subtraction is adding the integer with the opposite
sign.
Ex. A 50-lb bag of potatoes yields approximately
42.5 lbs of cleaned, peeled potatoes. Find the
number of pounds of waste.
Trim (waste) = APQ - EPQ
= As-Purchased - Edible Portion
Quantity Quantity
7.5 lbs. = 50 lbs. - 42.5 lbs.
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L1.1.4 Describe the reasons for the different Students use proportions to determine the scale
effects of multiplication by or exponentiation factor of increasing and decreasing recipes sizes and
of , a positive number less than 0, a number multiplying each ingredient by the scale factor.
between 0 and 1 and a number greater than Ex. A recipe for blueberry muffins will make 12
1. muffins. You want to make 18 muffins. Find the
scale factor.
12/18 = 1.5.
Therefore each ingredient must be multiplied by
1.5
L1.2 Representations and Relationships
L1.2.1 Use mathematical symbols (e.g., interval Mathematical symbols of +, -, x, /, = and % are used
notation, set notation, summation notation) throughout the course.
to represent quantitative relationships and Ex. Seventy of 750 people in a restaurant have
situations. ordered the house special and 150 people
ordered dessert. What percent ordered the
house special and what percent ordered
dessert?
L1.2.2 Interpret representations that reflect All refrigeration must maintain temperatures between
absolute value relationships (e.g.,│x-a│< b, 38˚F and 42˚F.
or a± b) in such contexts as error tolerance. Danger zone temperature for foods 41˚F to 135˚F.
L1.2.4 Organize and summarize a data set in a Menu Design and Plan
table, plot, chart, or spreadsheet; find Ex. The menu is a strategic tool and the most
patterns in a display of data; understand important communication tool for any food
and critique data displays in the media. service operation. Students plan and design a
menu taking into consideration the physical
layout, selection of food, price of selections and
design to establish identity. Menu analysis is
essential in making decisions about keeping,
cutting or adding menu items.
L1.3 Counting and Probabilistic Reasoning
L1.3.2 Define and interpret commonly used Likelihood of selling special entrées
expressions of probability (e.g., chances of Ex. If we sold 25 chicken stir-fry dinners last
an event, likelihood, odds). Thursday, it its highly likely that we will sell
approximately 25 chicken stir-fry dinners this
Thursday.
Multiply and Divide Fractions
N.MR.06.01 Understand division of fractions as the Recipes yields.
inverse of multiplication. Ex. Students must often increase or decrease
recipes ingredients for desired serving size.
1 tbsp = ½ fluid ounces, how many fluid ounces
are there in ½ tbsp? ½ x ½ = ¼
N.FL.06.02 Given an applied situation involving dividing Ex. How many ¼ lb hamburgers can be made from
fractions, write a mathematical statement to 12 lbs of meat?
represent the situation. 12 ÷ ¼ = 12 x 4 = 48 hamburgers
N.MR.06.03 Solve for the unknown. Finding APQ (As-Purchased Quantity)
APQ = Edible portion (EPQ)
Yield percent (in decimal form)
Ex. Chef Ben has 30 lbs. of cleaned chicken breasts
for a chicken entrée for the night. How many
pounds of chicken were purchased if the yield is
20%?
APQ = 30
.2
= 150 lbs of chicken
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N.FL.06.04 Multiply and divide any two fractions, Convert recipes to make smaller of larger amounts
including mixed numbers, fluently. Ex. A recipe calls for ¼ tsp of cumin for 12 servings.
How many teaspoons of cumin are needed for 6
servings? ¼ x ½ = ⅛
Represent Rational Numbers as Fractions or Decimals
N.ME.06.05 Order rational numbers and place them on Price Comparison
the number line. Ex. Which food purchase gave the buyer the optimal
price?
100 lbs. of potatoes @ $0.20/lb, 90 lbs. served
or
100 lbs. of potatoes @ $0.18/lb, 75 lbs. served.
N.ME.06.06 Represent rational numbers as fractions or Changing fraction to decimals
terminating decimals when possible and Ex. Students understand that ¼ = .25 = 25%
translate between these representations.
N.ME.06.07 Understand that a fraction or a negative The students understand that 2/8 is 2 oz out of 8 oz.
fraction is a quotient of two integers. or 1/4 cup.
Add and Subtract Integers and Rational Numbers
N.ME.06.08 Understand integer subtraction as the Integer Subtraction
inverse of integer addition. Understand Trim: weight or volume of waste.
integer division as the inverse of integer Ex. Trim = APQ – EPQ
multiplication. Trim = As-Purchased - Edible Portion
Quantity Quantity
Integer Division
Ex. Hubbart Formula: Room rate
Room rate = operating expenses + profit - other
income
projected room sales
Income from rentals = room rate x projected
room sales.
Ex. If operating expenses are $ 3,000,000
Desire profit $ 2,000,000
Additional income form $ 300,000
Projected room sales $ 100,000
Room rate = 3,000,000 + 2,000,000 – 300,000
100,000
Room rate = $47
Income from rooms rental = 47 x 100,000
N.FL.06.10 Add, subtract, multiply and divide positive If six, ½ gallons of raspberry vinaigrette cost $38.00,
rational numbers fluently. what is the cost per ounce?
Find Equivalent Ratios
N.ME.06.11 Find equivalent ratios by scaling up or Convert recipes to make smaller or larger amounts
scaling down. Ex. If your chili recipes yields 12 servings and you
want to make only 4 servings, multiply each
ingredient amount by 4/12 or 1/3.
Solve Decimal, Percentage and Rational Number Problems
N.FL.06.12 Calculate part of a number given the Budgeting
percentage and the number. Ex. A foodservice operator budgets 4% of her total
$85,600 budget for marketing. What is her
marketing budget?
N.MR.06.13 Solve contextual problems involving Sales tax
percentages such as sales taxes and tips. Ex. A purchasing clerk has ordered 20 cases of
lettuce at $35.76 per case. Find the total cost
including a 6% sales tax.
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N.FL.06.14 For applied situations, estimate the answers Recipes
to calculations involving operations with Ex. You have 6 pints of strawberries to makes some
rational numbers cakes. Each cake requires 1½ pints of
strawberries. Can you make 6 cakes?
How many cakes can you make?
N.FL.06.15 Solve applied problems that use the four Ex. One case of Styrofoam cups contains 4 sleeves
operations with appropriate decimal of 125 cups per sleeve. If the case price is
numbers. $11.63, how much does one cup cost?
Understand Rational Numbers and Their Location on the Number Line
N.ME.06.17 Locate negative rational numbers (including Thermometer readings
integers) on the number line. Know that Ex. All food must be frozen at a temperature below
numbers and their negatives add to 0 and 0°C. Therefore temperatures must be a negative
are on opposite sides and at equal distance value.
from 0 on a number line.
N.ME.06.18 Understand that rational numbers are Students understand that ¾ cup of sugar is 3 out of 4
quotients of integers (non zero parts of a cup.
denominators).
N.ME.06.19 Understand that 0 is an integer that is Students understand that 0° is neither a positive
neither negative nor positive. degree nor negative a negative degree.
Understand Derived Quantities
N.MR.07.02 Solve problems involving derived quantities Determine averages and weighted grades for
such as density, velocity and weighted students’ grades.
st
averages. 1 quarter = 40%
nd
2 Quarter = 40%
Final Exam = 20%
Understand and Solve Problems Involving Rates, Ratios, and Proportions
N.FL.07.03 Calculate rates of change including speed. Work Load
Ex. If a baker can make 5 pies per hour, how many
pies can he make in 6 hours?
5 = p
1 6
5x6=p
N.MR.07.04 Convert ratio quantities between different Converting for recipes
systems of units, such as feet per second to Ex. If a student needs 16 tbsp. they would
miles per hour. convert that to ounces or cups.
1 tbsp = 16 tbsp
½ oz. n oz.
N.FL.07.05 Solve proportion problems using such To increase or decrease recipes yields.
methods as unit rate, scaling, finding Ex. If a recipe for onion soup that yields 32 oz calls
equivalent fractions, and solving the for 20 oz of chicken stock, how many ounces of
proportion equation a/b = c/d; know how to chicken stock are needed for 56 oz of onion
see patterns about proportional situations in soup?
tables. 32 = 56
20 x
Compute with Rational Numbers
N.FL.07.07 Solve problems involving operations with Inventory Tracking
integers. Ex. An operation has $4,160 in inventory on May 1
and $3,940 on May 31, purchased $7,120 in
food, provided $880 in employees meals, and
transferred $1,760. Find the cost of goods sold.
Cost of goods = 4160 + 7120 - 880 - 1760 – 3940
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= 4700 cost of goods
N.FL.07.08 Add, subtract, multiply and divide positive Ex. You need 60 lbs. of broccoli for Broccoli Rabe
and negative rational numbers fluently. with garlic. Broccoli Rabe costs $1.86 per pound
and has a 75% yield. Find the cost of the
trimmed Broccoli Rabe and the edible portion
cost.
EPC = APC = 1.86 = $2.48 per lb.
Yield % .75
Total cost of rabe = EPQ x EPC
$148.80 = 60 x 2.48
N.FL.07.09 Estimate results of computations with Price quote for catering a party
rational numbers. Ex. A serving of filet of sole almandine costs $11.95
at the Good Eats Catering Company. They
estimate it would cost approximately $3800 for a
party of 250.
Forecasting: Estimating what sales will be while
considering other conditions that will
affect planning and food production.
Understand Real Number Concepts
N.ME.08.03 Understand that in decimal form, rational Students understand that ¼ = .25 and ½ = .5 and
numbers either terminate or eventually ⅓ = .333…
repeat and that calculators truncate or Students understand that on a calculator that 1/3 is
round repeating decimals; locate rational truncated and rounded after 10 digits.
numbers on the number line; know fraction
forms of common repeating decimals.
Solve Problems
N.MR.08.07 Understand percent increase and percent Finding percent increase or decrease of prices
decrease in both sum and product form. Ex. A foodservice establishment uses the national
price index to adjust its recipe costs. If the total
recipe cost for Chicken Marsala is $5.98 and the
index has dropped 8%, find the new cost.
Sum: 5.98 – ( 5.98 x .08) = 5.50
Product: 5.98 x .92 = 5.50
N.MR.08.08 Solve problems involving percent increases Ex. A manger estimates that with the chef’s new
and decreases. summer salad, next month’s sales will increase
6% from lasts month’s $38,800. What will next
month’s sales be if her estimation is correct?
38,800 x 1.06 = 41,128
N.FL.08.09 Solve problems involving compounded Ex. A caterer receives an order for 2800 canapés at
interest or multiple discounts. $.06 each and he requires a 30% down payment.
If the customer pays the entire amount within 10
days she will receive another 10% discount. What
is the total cost of the bill with a 6% sales tax
added?
N.MR.08.10 Calculate weighted averages such as Determine averages and weighted grades for
course grades, consumer price indices and students’ grades.
st
sports ratings. 1 quarter = 45%
nd
2 Quarter = 45%
Final Exam = 10%
N.FL.08.11 Solve problems involving ratio units, such Cost per serving
as miles per hour, dollars per pound or Ex. If an operation spends $95.68 per day to keep its
persons per square mile. salad bar stocked and an average of 84 guests
eat from the salad per day, find the average
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cost per serving.
L2 STANDARDS CTE APPLICATION and PRACTICE
CALCULATION, ALGORITHMS, AND ESTIMATION
L2.1 Calculation Using Real and Complex Numbers
L2.1.1 Explain the meaning and uses of weighted Determine averages and weighted grades for
averages (e.g., GNP, consumer price index, students’ grades.
st
grade point average). 1 quarter = 35%
nd
2 Quarter = 35%
Final Exam = 30%
L2.1.6 Recognize when exact answers aren’t Recipes and serving portions
always possible or practical. Use Ex. You need 6.4 pounds of onions for a recipe. How
appropriate algorithms to approximate many pounds should you buy? 7 lbs. of onions
solutions to equations (e.g., to approximate Ex. A case of zucchini will serve 76.8 people. How
square roots). many people can you serve? 76 people.
L3 STANDARDS CTE APPLICATION and PRACTICE
MEASUREMENT AND PRECISION
L3.1 Measurement Units, Calculations, and Scales
L3.1.1 Convert units of measurement within and Converting English System to Metric System
between systems; explain how arithmetic Ex. A chef keeps a variety of lunch entrées warm at
operations on measurements affect units, 122˚ Celsius. What is the approximate
and carry units through calculations Fahrenheit equivalence?
correctly. Converting for recipes
Ex. 1pint = 2 cups
3 pints x cups
x = 6 cups
L3.2 Understanding Error
L3.2.1 Determine what degree of accuracy is Ex. In the food-service industry, whether you choose
reasonable for measurements in a given to round up or down can affect the outcome
situation; express accuracy through use of dramatically. The number you rounded may be
significant digits, error tolerance, or percent multiplied by a very large number and could
of error; describe how errors in result in not having enough of a particular
measurements are magnified by ingredient for a recipe.
computation; recognize accumulated error Ex. Taking temperature of foods based on ranges.
in applied situations. Cooking beef to an internal temperature of
145° F
Ex. Setting critical limits to keep food out of a danger
Zone. Making sure food is kept below 41°F (5°C)
or above 135°F ( 57°C)
L3.2.2 Describe and explain round-off error, Yield Percent: predication of percent of food that is
rounding, and truncating. used.
Ex. We are predicting that 45.6% of lemons, by
weight, will be juice when squeezed. We need to
round that number. If rounded up, it would yield
a greater amount than needed. Yield percent
should be truncated at the whole percent to
ensure that enough product is ordered to provide
the necessary yield.
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L3.2.3 Know the meaning of and interpret In the food-service industry, whether you choose to
statistical significance, margin of error, and round a price up or down depends on the situation. If
confidence level. you round incorrectly, the answer could result in a
large loss of income or several people going hungry
at a party.
L4.1 Mathematical Reasoning
L4.1.1 Distinguish between inductive and Deductive reasoning:
deductive reasoning, identifying and Ex. All satisfied customers will return to the F. V.
providing examples of each. Pankow restaurant.
Jim patronizes the F.V. Pankow restaurant.
Therefore Jim is a satisfied customer.
Inductive reasoning:
Ex. Jim eats at the F. V. Pankow restaurant daily, so
Jim is a satisfied customer.
L4.1.2 Differentiate between statistical arguments Logically : In the real world, if your performance or
(statements verified empirically using attitude is good, then you won’t get fired.
examples or data) and logical arguments Statistically: In the real world, people get fired for a
based on the rules of logic. variety of reasons.
L4.2 Language and Laws of Logic
L4.2.3 Use the quantifiers “there exists” and “all” in Throughout the world weights are standard whether
mathematical and everyday settings and using the English System or Metric System.
know how to logically negate statements “A pound is a pound the world around”
involving them. Ex. In everyday settings,16 ounces always equals
one pound.
L4.2.4 Write the converse, inverse, and Customer service
contrapositive of an “If…, then…” Ex. If 100 customers a year are dissatisfied, then
statement. Use the fact, in mathematical there will be a loss of revenue
and everyday settings, that the Converse: If there is a loss of revenue, then
contrapositive is logically equivalent to the there may be dissatisfied customers.
original while the inverse and converse are Inverse: If the are no dissatisfied customers,
not. then there will be no loss of revenue.
Contrapositivie: If there is no loss of revenue, then
there are no dissatisfied customers.
L4.3 Proof
L4.3.3 Explain the difference between a necessary It is sufficient to have satisfied customers to be
and a sufficient condition within the successful.
statement of a theorem. Determine the It is necessary to have a clean environment and
correct conclusions based on interpreting a follow health and safety standards to stay in
theorem in which necessary or sufficient business.
conditions in the theorem or hypotheses are
satisfied.
Convert within Measurement Systems
M.UN.06.01 Convert between basic units of Converting measurements for recipes
measurement within a single measurement Ex. 1 tbsp = 3 tsp
system. 7 tbsp = 21 tsp
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A1 STANDARDS CTE APPLICATION and PRACTICE
EXPRESSIONS, EQUATIONS, AND INEQUALITIES
A1.1 Construction, Interpretation, and Manipulation of Expressions (linear,
quadratic, polynomial, rational, power, exponential, logarithmic, and
trigonometric)
A1.1.1 Give a verbal description of an expression Ex. APQ = EPQ
that is presented in symbolic form, write an %
algebraic expression from a verbal As-purchased Quantity = Edible Portion Quantity
description, and evaluate expressions given Yield percent
values of the variables. Ex. Kelly is having a party for 200 people. She is
serving green beans and has purchased 50 lbs.
If the yield is 88%, what size portion (in ounces)
will each guest receive?
A1.2 Solutions of Equations and Inequalities (linear, exponential, logarithmic,
quadratic, power, polynomial, and rational)
A1.2.1 Write and solve equations and inequalities Changing Celsius to Fahrenheit and Fahrenheit to
with one or two variables to represent Celsius
mathematical or applied situations. F = 9/5 C + 32 and C= 5/9 (F – 32)
A1.2.9 Know common formulas (e.g., slope, Formulas for culinary arts
distance between two points, quadratic Cost per usable pound = total value of an item
formula, compound interest, distance = rate weight of usable item
· time), and apply appropriately in Portion cost = portion size x cost per usable ounce
contextual situations.
Calculate Rates – Algebra
A.PA.06.01 Solve applied problems involving rates, Ex. Oscar can bake 4 loaves of bread in one hour.
including speed. How long will it take to bake 18 loaves of bread?
4 = 18
1 h
Understand the Coordinate Plane
A.RP.06.02 Plot ordered pairs of integers and use Sale Analysis Chart profit
ordered pairs of integers to identify points in
all four quadrants of the coordinate plane. Horse
Products that don’t sell Products that sell well
well but are profitable and are profitable
sales
Dog Puzzler
Products that sell poorly Products that sell well and
and are not profitable are not profitable
Use Variables, Write Expressions and Equations, and Combine Like Terms
A.FO.06.03 Use letters with units, to represent Converting ounces to pound
quantities in a variety of contexts. Ex. You are serving 3-ounce portions of fruit salad.
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How many full portions can be served from
7 lbs.10oz of fruit salad?
7 lbs.10 oz = 122 oz. = 40 portions
3
A.FO.06.04 Distinguish between an algebraic Expression:
expression and an equation. Employee turnover : no. of employees who leave
Total no. of employees
Equation:
Contribution margin = selling price – standard food
($ to overall profit ) cost
A.FO.06.05 Use standard conventions for writing All equations and formulas are written in standard
algebraic expressions. algebraic form.
All operations are performed in standard order of
operation.
A.FO.06.06 Represent information given in words using Ex. A quick service restaurant sold 21,248 total
algebraic expressions and equations. items last month, including 3,419 chocolate
milkshakes. Each milkshake cost $0.45 and sold
for $1.29. Determine the menu mix percentage
for chocolate milkshakes.
Menu mix% = number of items sold
total number of items
= 3419
21248
Menu mix = 16%
A.FO.06.07 Simplify expressions of the first degree by Ex. Roast beef sandwiches cost $1.39 and chicken
combining like terms and evaluate using sandwiches cost $2.25.If the total revenue for the
specific values. day from the sale of these two sandwiches is
$455.00, how many sandwiches did you sell?
1.39s + 2.25s = 455
3.64s = 455
s = 125
Represent Linear Functions Using Tables, Equations, and Graphs
A.RP.06.08 Understand that relationships between Students can read and interpret graphs and tables
quantities can be suggested by graphs and Ex. Menu Analysis Worksheet
tables. Determine the number of each item sold in a
specific time period, cost of the item, selling
price, and the contribution of each item to the
revenues.
A.RP.06.10 Represent simple relationships between Depreciation value
quantities using verbal descriptions, Ex. Find the depreciation value of a $5,000 stove you
formulas or equations, tables and graphs. plan to trade in for $500 in 5 years.
depreciation = Cost of item – trade-in value
value Life of item
.
Solve Equations
A.FO.06.11 Relate simple linear equations with integer Change Celsius to Fahrenheit and Fahrenheit to
coefficients. Celsius
Ex. F = 9/5 C + 32 and C = 5/9(F - 32)
A.FO.06.12 Understand that adding or subtracting the Ex. F = 9/5 C + 32
same number to both sides of an equation F - 32 = 9/5 C
creates a new equation that has the same
solution.
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A.FO.06.13 Understand that multiplying or dividing both Ex. C = 5/9 ( F - 32)
sides of an equation by the same non-zero 9/5 C = (F – 32)
number creates a new equation that has the
same solutions.
Understand and Apply Directly Proportional Relationships and Relate to
Linear Relationships - Algebra
A.RP.07.02 Represent directly proportional and linear Direct proportion:
relationships using verbal descriptions, Ex. Every increase/decrease in sales volume
tables, graphs and formulas and translate automatically brings a corresponding
among these representations. increase/decrease in their costs.
Understand and Solve Problems about Inversely Proportional Relationships
A.PA.07.09 Recognize inversely proportional Inverse proportion:
relationships in contextual situations; know Ex. Supply and Demand: As supply decreases the
that quantities are inversely proportional if demand and prices
their product is constant. increase.
Ex. Strawberries sold in June are less expensive
than those sold in January because June is the
time of year when most farmers’ crops are ready
for picking.
Understand the Concept of Non-linear Functions Using Basic Examples
A.PA.08.02 For basic functions, describe how changes Change in restaurant design or layout.
in one variable affect the others. Ex. Expanding a restaurant by 10% will increase
maximum capacity and therefore will impact
sales .
A.PA.08.03 Recognize basic functions in problem Finding cost per unit
context and represent them using tables, Ex. Comparison Shopping.
graphs and formulas. If Brand A can be purchased in 1-pound boxes
for $1.89 per pound and Brand B can be
purchased in 5- pound bags for $4.96, which is
cheaper?
Cost per unit = as-purchased price
number of units
G1.6 Circles and Their Properties
G1.6.1 Solve multi-step problems involving Students find the circumference and area of pies tins
circumference and area of circles. to line them with parchment paper to prevent
sticking.
G2 STANDARDS CTE APPLICATION and PRACTICE
RELATIONSHIPS BETWEEN FIGURES
G2.2 Relationships Between Two-dimensional and Three-dimensional
Representations
G2.2.1 Identify or sketch a possible three- Ice Carvings
dimensional figure, given two-dimensional Ex. Students create 2-D template of an ice carving
views (e.g., nets, multiple views). Create a and then make a 3-D figure.
two-dimensional representation of a three-
dimensional figure.
G3 STANDARDS CTE APPLICATION and PRACTICES
TRANSFORMATIONS OF FIGURES IN THE PLANE
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G3.2 Shape-preserving Transformations: Isometries
G3.2.1 Know the definition of dilation and find the Restaurant Design
image of a figure under a given dilation. Ex. Students understand that a 2-D view of a
restaurant layout is a dilation (scale drawing) of a
figure.
Draw and Construct Geometric Objects - Geometry
G.SR.07.01 Use a ruler and other tools to draw squares, Restaurant design
rectangles, triangles and parallelograms Ex. Students design a restaurant layout including
with specified dimensions. width of aisles, handicap accessibility, work
stations and customer accommodations.
Understand the Concept of Similar Polygons and Solve Related Problems
G.TR.07.03 Understand that in similar polygons, Restaurant design
corresponding angles are congruent and Ex. Students understand that when designing a
the ratios of corresponding sides are equal; layout of a restaurant that all figures must be
understand the concepts of similar figures drawn to scale and therefore are similar figures.
and scale factor.
G.TR.07.04 Solve problems about similar figures and Restaurant Design
scale drawings. Ex. Students draw restaurant designs to scale
proportions.
Solve Problems about Geometric Figures
G.SR.08.03 Understand the definition of a circle; know Students find area and circumference cheesecake
when to use the formulas for circumference tins so they can line them with parchment paper to
and area of a circle to solve problems. prevent sticking.
G.SR.08.05 Solve applied problems involving areas of Restaurant Design
triangles, quadrilaterals and circles. Ex. Students find square footage of restaurants for
restaurant design including area of tops of
round tables.
Understand Concepts of Volume and Surface Area, and Apply Formulas
S1 STANDARDS CTE APPLICATION and PRACTICE
UNIVARIATE DATA - EXAMINING DISTRIBUTIONS
S1.1 Producing and Interpreting Plots
S1.1.1 Construct and interpret dot plots, Students can interpret bar graphs to compare data
histograms, relative frequency histograms, and interpret differences.
bar graphs, basic control charts, and box Ex Sale History bar graph
plots with appropriate labels and scales;
determine which kinds of plots are
appropriate for different types of data;
compare data sets and interpret differences
based on graphs and summary statistics.
S1.2 Measures of Center and Variation
S1.2.1 Calculate and interpret measures of center Students calculate mean by averaging sales with
including: mean, median, and mode; explain number of daily customers. Comparing mean
uses, advantages and disadvantages of inventory with the most-recent purchase or
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each measure given a particular set of data beginning-inventory price. In menu analysis, students
and its context. determine the mode for which items sell the best.
S2 STANDARDS CTE APPLICATION and PRACTICE
BIVARIATE DATA - EXAMINING RELATIONSHIPS
S2.1 Scatterplots and Correlation
S2.1.2 Given a scatter plot, identify patterns, Menu Mix
clusters, and outliers. Recognize no Ex. Students read a scatter plot to determine the
correlation, weak correlation, and strong percent of sales of a certain item and what
correlation percent of the revenue contribution.
S2.1.4 Differentiate between correlation and Restaurant management
causation. Know that a strong correlation Ex. Better customer service result in more
does not imply a cause-and-effect customers returning to an establishment.
relationship. Recognize the role of lurking Food sales
variables in correlation. Ex. Students look for correlations in food sales
knowing that there may not be a cause for the
popularity of certain items, but the result is linked
to customer preferences and trends.
S3 STANDARDS CTE APPLICATION and PRACTICE
SAMPLES, SURVEYS, AND EXPERIMENTS
S3.1 Data Collection and Analysis
S3.1.1 Know the meanings of a sample from a Demographic study: Students discuss types of
population and a census of a population, restaurants to open certain areas.
and distinguish between sample statistics Ex. It would not be a good idea to open a Polish
and population parameters. restaurant in an area heavily populated by
Mexican people.
Sample populations are taken, but census of
population is a better indicator.
S3.1.2 Identify possible sources of bias in data Discussion on stereotypes and the negative affect on
collection and sampling methods and how people work together.
simple experiments; describe how such bias Working through biases depends on developing
can be reduced and controlled by random positive attitudes towards different people, learning
sampling; explain the impact of such bias about different cultures and being patient with
on conclusions made from analysis of the people’s behaviors.
data; and know the effect of replication on
the precision of estimates.
S3.1.3 Distinguish between an observational study Observational study :
and an experimental study, and identify, in Ex. Lots of Chicken Stir fry specials were sold last
context, the conclusions that can be drawn month.
from each. Experimental:
Ex. Two specials, Chicken Stir Fry and Chicken
Marsala are put on the menu to determine which
one is the better seller.
S4 STANDARDS CTE APPLICATION and PRACTICE
PROBABILITY MODELS AND PROBABILITY CALCULATION
S4.2 Application and Representation
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S4.2.1 Compute probabilities of events using tree Combinations of foods
diagrams, formulas for combinations and Ex. Given the following ingredient, chicken,
permutations, Venn diagrams, or other mushrooms, onions and peppers, how many
counting techniques. different chicken recipes can you make?
Chicken, onions, mushroom and peppers
Chicken, onions and peppers
Chicken, onions and mushrooms
Chicken, mushrooms and peppers.
S4.2.2 Apply probability concepts to practical Restaurant management
situations, in such settings as finance, Ex. If the trend is a growing interest in nutrition and
health, ecology, or epidemiology, to make healthy living, the probability of a restaurant
informed decisions. becoming or staying successful would depend on
the healthy menu choices.
Understand the Concept of Probability and Solve Problems
D.PR.06.01 Express probabilities as fractions, decimals Discussion about attendance
or percentages between 0 and 1; know that Ex. 0% of attendance means a failing grade.
0 probability means an event will not occur 100% attendance means credit for attendance.
and that probability 1 means an event will Low percent of attendance may mean a failing
occur. grade. High percent of attendance may mean
credit for attendance.
Represent and Interpret Data
D.RE.07.01 Represent and interpret data using circle Students can read and interpret circle graphs for
graphs, stem and leaf plots, histograms, menu sales.
and box-and-whisker plots and select Ex. Students can determine from a circle graph the
appropriate representation to address percent of appetizers, salads, entrées and
specific questions. desserts sold.
Compute Statistics about Data Sets
D.AN.07.03 Calculate and interpret relative frequencies Students can calculate and determine the relative
and cumulative frequencies for given data frequency (weekly) sales of the menu specials and
sets. the cumulative frequency (monthly) of the menu
specials.
Draw, Explain and Justify Conclusions Based on Data
D.AN.08.01 Determine which measure of central Students can determine the mode of specials sold.
tendency (mean, median, and mode) best (which specials were most popular).
represents a data set. Students can determine the average(mean) cost of
menu items.
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