# Math in CTE Lesson Plan Template - Download as DOC by rottentees

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```									           Math-in-CTE Lesson Plan Template
Lesson Title: Calories: Burn ‘em up!                           Lesson # H06
Occupational Area: Health
CTE Concept(s):    Digestive System
Math Concepts:     Estimation, interpolation, graphs, charts
Lesson Objective:  Student will demonstrate a working knowledge of:
Estimation from a graph
Interpolation from a chart and/or graph
Rounding
Relate data to health care
Use data to answer questions and draw conclusions
Supplies Needed: Copies of student worksheets, pencils, paper
TEACHER NOTES
THE "7 ELEMENTS"
1. Introduce the CTE lesson.            Health Concept(s):
Understanding of basal metabolic
The teacher will explain the following:
rate as it relates to gender, age
We need food for energy daily. The and activity
amount of food we need can depend on
gender, age (growth periods) and activity.
We can measure this with the basal Math Concept(s):
metabolic rate (BMR), which is the rate Estimation from a graph
food is catabolized (broken down) under Interpolation/Extrapolation from a
basal conditions (when the individual is chart and/or graph
resting, but awake, is not digesting food, Rounding numbers
and is not adjusting to a cold external
environment). We can also define BMR Teacher Attachment: See
as the number of calories of heat that detailed explanation of health
must be produced per hour by concept
catabolism, just to keep the body alive,
awake, and comfortably warm. This is
important to maintaining homeostasis.
We will be using estimation skills to
interpolate the BMR of normal men and
women from a graph. This information is
used in weight management programs.

2. Assess students’ math                 Sample dialog for teacher:
awareness as it relates to the        Sample problems:
CTE lesson.
The teacher will ask the students can you tell how far you are able to
the following questions.

1
We use estimation skills everyday in drive before you will need to call
our lives. Can you cite examples of for help?
how you use estimation in your life? If you are in the lunch line and you
How did you solve these problems?    want pizza, breadsticks and a
small salad, how do you know if
Did you have to round numbers?
you have enough money to cover
all of these items?
If you are in a restaurant and your
bill is \$54.32, you may want to
leave a 10% tip. You would
probably move the decimal point
one place to the left, giving you a
tip of \$5.432. Many people would
round down and leave a tip of
\$5.00.
Have students solve their own
problems or the above problems.
Did they use rounding? Use this
opportunity to review the rules of
rounding.
Rules of rounding:
Find the place value to which
you are rounding.
Look at the digit one place to
the right.
If it is equal to or greater than 5
round up, less than 5 round
down.
These examples show the value of
estimation. By mastering this skill
you can avoid potential disaster or

In your math class or in the newspaper
have you ever had to estimate a value Interpolation is defined as:
from a chart or graph?                    A procedure for estimating
For example:                           values between those found on a
table or a process to find a value
on a graph or chart that is not
identified on a grid line.

2
Health Care Employment

100
90
Number of Employees

80

1995 ≈ 70 physicians employed
70
60                                  Physicians
50                                  Nurses
40                                  Aides
30
20
10
0
1980    1990         2000
Year                                    ≈ means “is approximately equal
to”
Estimate how many physicians were
employed in 1995.

If this chart shows activity level
throughout an average day, how much
energy did teens expend at 1pm?     Teens at 1pm ≈ 35%

Daily Energy Expenditures
Energy Expended in

100
80                                     Infants
PErcent

60
Teens
40
Elderly
20
0
9am    12N     3pm     9pm

Have you ever predicted future Extrapolation is defined as:
results based on the data given on a  The ability to predict values
chart?                                 beyond those given on a chart
Do you know what the name for      or graph.
this process of future prediction is?
Does it always work? What are
some of its limitations?

3
Exercise-One Mile Walk
Sue ≈ 15 min.
Time in minutes   80

60
Jane         It would depend on the extent of
40
Sue          brain damage caused by the
20                                                            stroke.
0
June      July        Aug.   Sept.

Jan and Sue are stroke rehab
patients. How long do you think it will
take Sue to walk one mile at the end
of October?
Will they continue to improve beyond
October and November?
3. Work through the math example
embedded in the CTE lesson.
As men and women age, the amount
of energy used by the body when at
rest, called the Basal Metabolic Rate,
decreases. The graph below shows
the normal rates.

Normal Basal Metabolism for Men and Women

60
Basal Metabolism (calories/sq meter/hr)

55

50

45                                                                              Males
Female
40

35
a. What is the unit of measurement
30
0         5           10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
for the basal metabolic rate
Age (in years)                                 shown in the graph? (basal
metabolism - calories/square
meter/hour - calories/m2/hr)
b. What is the unit of measurement
for the basal metabolic rate shown b. How are the values for men and
in the graph?                         women distinguished in the
graph?
c. How are the values for men and
(two separate lines)
women distinguished in the graph?

4
d. What would be the normal basal c. What would be the normal
metabolic rate of a forty-seven          basal metabolic rate of a forty-
year old female patient?                 seven year old female patient?
We need to interpolate the
between the lines” Find the
approximate place for 47 along
the horizontal axis, which is the
age of the patient. Run a
vertical line upwards until it
intersects with the female curve
and trace horizontally to the left
on the vertical axis. (35
calories/m2/hr)
e. A lab result indicated that a twelve-
year old male patient has a rate of    d. A lab result indicated that a 12
70 calories/m2/hr. A rate of twice       year old male patient has a rate
the normal rate is considered            of 70 calories/m2/hr. A rate of
hyperactivity. Would this patient        twice the normal rate is
be considered hyperactive?               considered hyperactivity. Would
this patient be considered
hyperactive? Find the
approximate place for 12 along
the horizontal axis, which is the
age of the patient. Run a
vertical line upwards until it
intersects with the male curve
and trace horizontally to the left
on the vertical axis. (43
calories/m2/hr. How does twice
this number compare to 70?
Twice 43 is greater than 70 so
our patient would not be
considered hyperactive.)
Optional: If students are interested
in calculating their own BMR see
Student Activity Sheet. Be aware
the units are different than those
on chart.

5
4. Work through related, contextual Teacher solution:
math-in-CTE examples.

   Find the closest ideal weight
A suggested calorie-intake guide for         in pounds to George’s
men at various ages is shown below.          weight of 147 lbs.
George I. Buprofen weighs 147                (145)
pounds and is 45 years old. What            Follow horizontally across to
calorie allowance would you suggest          the 45-year-old column.
he use?                                      (2365)
   The value below it would
represent a 156 pound, 45
Ideal    Daily calorie allowance for       year old male
weight                men                   (2465)
in      25          45       65         Estimate the difference of
pounds    years      years     years        the two caloric values, 2525
90      1775       1665      1405         and 2375.
101     1925       1815      1505         (approx. 100 calories)
112     2075       1965      1605        Estimate the difference of
123     2225       2065      1755         the two weights, 145 and
130     2325       2215      1805         156.
134     2375       2290      1855         (10 lbs.)
145     2525       2365      2005        Divide the calories by the
156     2625       2465      2055         pounds. (100/10 = 10) This
167     2775       2615      2155         represents the number of
per gain of one pound of
body weight. These steps
have allowed us to
interpolate data from a
chart versus the graph we
used in the last problem.
   Since George is two pounds
over the listed 145 pounds,
we would need to add 20
calories to the caloric value
of 2365. We should
suggest that Robert takes in
(2385) calories per day to
maintain his body weight.

6
examples.
1. Jeff and Julie are the parents of
newborn twins. They are trying to
determine what the weekly need for
diapers will be. On Monday they
used 18 diapers, Tuesday 20,
Wednesday 22, Thursday 16,
Friday 20, Saturday 18, and
Sunday 22. Disposable diapers
come in a box 48.

a. About how many diapers did
they use each day?              1. a. ≈ 20
b. Estimate how many days a
b. 2-3 days
new box of diapers will last?
c. Should an estimate like this      c. too large, babies have
be expected to be too large           accidents
or too small? Explain.

2. You currently earn about \$60 a
week from an after-school job. The
management has announced a
4.5% raise for all employees.

a. Estimate how much increase 2. a. \$3.00     ( \$60 · 0.05 )
you can expect in each
week’s pay.
b. About how much will this
increase your annual pay?      b. ≈ \$150. (\$3.00 · 50 weeks)
(Hours will be the same all
year).

c. Use your calculator to obtain
an exact answer to the             c. \$140.     (\$60 · 0.045 * 52)
above questions.      (Round
dollar).

7
3. Ms. Savage, a lawyer for the local                 3.
hospital, charges a flat fee plus an
hourly rate for consultations. The                  ≈ \$1375      Find the amount for
graph below shows the total                        each    day      of   consultation,
charges given the number of hours                  then add the fees.
of consultation. Ms. Savage
consulted on three separate days                   7.5 hr ≈ \$650,       3 hr ≈ \$250,
with Mr. Beast, Administrator, on a                5.5 hr ≈ \$475
potential law suit by a patient.
OR … add the total hours.

Monday – 7.5 hours                         16 hours is not on the chart, but 8
hours is. Double the value for 8
Wednesday – 3 hours                 hours… ≈ \$680 doubled = \$1360.

Thursday – 5.5 hours

From the graph, estimate the total
consulting cost Ms. Savage will bill the
hospital.

1000
900
800
700
Total Fee (\$)

600
500
400
300
200
100
0
1 2 3 4 5 6 7 8 9 1011
Hours

8
4. You’ve worked so hard, you’ve
earned a vacation. We are off to
Cedar Point!

You will solve a problem that
requires estimation without
interpolation. The weight capacity
of the Blaster is posted at 500
pounds. Out of the following,
which would probably be a safe

4 elementary students
12 college students
9 high school students
   An average weight of an elementary
school child is about 50 pounds. So 4     200 lbs.   Safe
elementary students would weigh
about ___________.                        (4 · 50 lbs. = 200 lbs.)

   An average adult woman could weigh
male weighs 200 pounds. Since the
problem does not designate male or
female, you could estimate the
average weight to be ________.            700 lbs. Unsafe

____________.
1800 lbs. Unsafe
   Using the female and male reasoning
from above, an average college            (150 lbs · 12= 1800 lbs.)
student might weigh 150 pounds.
Twelve college students would weigh
1350 lbs. Unsafe
   Nine high school students would be of
similar weights to the college students   (150 · 9 = 1350 lbs.)
and would also be ____________.

9
6. Students demonstrate their                 The     worksheets     contain 5
understanding.                                  problems. The first four contain
multiple questions ranging from
See attached worksheets and
basic to higher level. The fifth
problem is higher level.

1. Your prescription calls for two            1.     a. Yes
tablets each day. Sunday morning,                 b. 23 ÷2 = 11 1/2 days
before taking any tablets, you count
the remaining tablets. You find that
there are 23 tablets left.
a. Estimate to find if you have
enough medication left for
the rest of the week.

b. Exactly how many full days
of medication do you have
left?
2.    Susie owns her own craft shop
and attends a national craft show to        2.         a. \$22,800
purchase unique items for her shop. At a                  (5400+ 6200 + 3900 +
recent show in Florida she ordered items                  7300)
in the following categories: kitchen crafts            b. No
\$5425; yard ornaments \$6230; general
household items \$3940; and holiday
items \$7260. Her total budget is \$25000.

a.      Estimate the total cost of
the orders to the nearest
\$100
b.      Have these orders
exceeded her budget for the
year?                             3.     a. \$3.75 Round 2 ¾ lbs to
3. Chocolate candy is on sale at 4                     3 lbs.
pounds for \$5.00 dollars. The chocolate                         4 lbs = 3 lbs
candy you chose weighs 2 3/4 pounds.                             \$5      X

a. Estimate what the chocolate                          X= \$3.75
will cost.
b. Use your calculator to find              b. \$ 3.44
out how much the cashier
will charge you?                             2 3/4 lbs = 2.75 lbs

10
4lbs = 2.75 lbs
\$5.00 X

(the calculator gives an answer of
\$3.4375 which would round UP to
\$3.44 because it involves money)

4.     The graph below shows the first
quarter test scores of Rita and Jane in the
four classes they have together. Who
has the higher total score?
100

90
80
Jane’s scores are
70                                                  approximately 85, 80, 80, 95 or
60
340 total.
Percents

Jane
50
Rita
Rita’s scores are approximately
75, 85, 90, 75 or 325 total.
40

30

20

10

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11
References

The Dawn Report (June 2003). Office of Applied Studies, Substance Abuse
and Mental Health Services Administration (SAMHSA).

MI CLIMB: Clarifying language in Michigan benchmarks, (2002). Lansing, MI :
Michigan Department of Education.

Thibodeau, G. A. & Patton, K. T. (1997). The human body in health and
disease (2nd ed.). Carlsbad, CA: Mobsy Inc.

Williams, S.R. (1995). Basic nutrition and diet therapy. (10th ed.) Carlsbad,
CA: Mobsy Inc.

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