Spark 101 Lesson Plan
Video Presentation Title:
Unit of Instruction:
What’s for Lunch?
Matrices
Standard(s):
Subject/Course: Algebra II
Objective(s):
TEKS Alignment:
2A.3) The student formulates systems of equations and inequalities from
problem situations, uses a variety of methods to solve them, and analyzes
the solutions in terms of the situations.
SWBAT:
 Understand the importance of health food choices
 Investigate USDA guidelines for school menus
 Use operations of matrices to determine weekly quantities of the five
basic food groups served in required school meals
(A) analyze situations and formulate systems of equations in two or more
unknowns or inequalities in two unknowns to solve problems.
(B) use algebraic methods, graphs, tables, or matrices, to solve systems of
equations or inequalities.
Assessment/Demonstration of Learning:
1.
2.
Using guidelines, students will create a week worth of menus.
Apply matrice operations (addition, scalar multiplication and basic
matrix multiplication) to determine total food quantities needed for a
week
Resources Needed:




© 2015 Spark 101
Student Handouts (as specified by Sodexo, including the Excel
spreadsheet and cost per item handouts)
Spark 101 Student Engagement Templates, “Four Corners and a
Diamond” and “Give One, Get One, Move On,” accessible at
http://www.spark101.org/educator-resources/ (scroll to the
bottom of the webpage and click on Download All…)
Calculator
Chart paper
Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 1 of 6
Lesson Component
Activator
(Prior to showing the video
presentation)
Time Allotted
Time:
3 minutes
Teacher Procedure
Here in America, we have seen an increase in adult obesity. Unfortunately, this trend
is also affecting our youth. In an effort to give our children healthier food choices, the
USDA developed guidelines to promote healthy school menus.
THINK/PAIR/SHARE – Students will think about the concept of nutrition. On a sheet
of paper, have each student write down what they ate for breakfast and/or lunch.
They will then share with a partner, and then students can volunteer answers.

What is your definition of “nutrition”? Name five foods that you consider
nutritious. Why are these foods nutritious?
Problem/Motivation
(Part I of video)
Time:
2-5 minutes
Problem Solving Activity
(Describe process for
identifying possible solution(s)
to the problem presented)
Time:
20 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group

Categorize these foods into categories as a class on chart paper.


How did you determine the categories?
Is “Snacks” considered a food group? Why or why not?
Each group will share their information with the class and discuss commonalities and
differences.
Show this first segment of the video to your students, letting them know that
they will be working on solving the real-world problem after viewing.
Building Background
Using Cornell notes format, scholars will note the following information, paying specific
attention to vocabulary organizer may be necessary). Use problems from:
Matrices
Part I
SWBAT:
 Identify matrices and their elements
 Organize data into matrices
Teacher should show how to determine the order of a matrix “R x C” where R is the
number of rows and C is the number of columns in a matrix. For example, a 3 x 1
matrix can look like
© 2015 Spark 101
Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 2 of 6
a 
b 
 
 c 
To organize data into a matrices for operations, the corresponding row and columns
should have cells (members or elements) of common units, especially in word
problems;
Part II
SWBAT

Apply basic algebraic operations to matrices
ADDITION: In order to add matrices, they must be the same size. The corresponding
elements are then added and placed in a resultant matrix of the same order.
Practice:
 1 3 0 2
 5 7   2 8  

 

SCALAR MULTIPLICATION: Multiply a numerical factor times a matrix; each element
is multiplied by the scalar factor.
Practice:
9
 1 3  3
3



 5 7  15 21
Checks for Understanding
 Write the definition of the order of a matrix
 Create an example of scalar multiplication of a 4x2 matrix.
Solving the Problem
(Part II of video)
Time:
2-5 minutes
Small groups (3-5)
Show this second segment of the video to your students, letting them know
that they will be comparing their solutions to the actual solution shared by the
industry professional(s).
Scaffold back to STEM video. Teacher discusses the important factors of
the problem.
© 2015 Spark 101
Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 3 of 6
Use the Spark 101 Student Resource: Four Corners and a Diamond to have
scholars state the problem and possible solutions.
r
Statement of Problem adapted from video.
SAMPLE INFORMATION
Given: Elementary school
 5 days 3 menus per day
 3 complete Reimbursable meals (handout that demonstrates these portion
and nutrition requirements in order for a meal to be considered
reimbursable, or qualifiable.
 So for this project, we are going to allot you $1.25 to plan a meal for an
elementary student. Now remember that this amount must provide a meal
that meets all the standards specified by USDA. You will notice on your hand
out, that one of the requirements for a lunch meal for an elementary student
is 8 ounces of milk. The milk alone costs on average about $0.24. So now you
need to subtract 24 cents from the $1.25, which leaves you with $1.01 cents
to plan a healthy meal for a student that includes the required grain, protein,
fruit and vegetable.
© 2015 Spark 101
Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 4 of 6
Groups will use handouts and Excel template to create menus. [As an
extention of the lesson, have students use matrix operations to find total units
for each of the food groups, or use scalar multiplication to have students to
determine how much food to order for a week for their grade/student
population.]
Once calculations are complete, have scholars share information. Then show
part 2 of the video.
Comparing Solutions and
Meaning
(Describe process for
identifying possible solution(s) to the
problem presented)
Time:
15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Make sure solutions are written on new chart paper to share with classmates.
Determine which group had the most “efficient” menu, exciting menus, etc.
Checks for Understanding
Students should make sure the matrices used for each day were of the same
order. If possible, students can compare algebraic work with data
manipulation of the Excel spreadsheet.
(Technology)
Future Impact and Meaning
(Part III of video)
Future Impact and Meaning
(Have students reflect on how
solving the problem might
relate to current or future
goals)
© 2015 Spark 101
Time:
2-5 minutes
Time:
10 minutes
Grouping:
Independent
Show this third and final segment of the video to your students, letting them
know that they will be reflecting on their thoughts related to pursing possible
education pathways and careers presented in the video.
Sometimes we have to use our ingenuity to solve problems. Summarize how
we used matrix operations to consolidate data to investigate this real world
problem. Show Part III of the video. At the end of the video, use the template
“Give One, Get One, Move On” to answer the following question.
What are some of the skills needed for this career?
Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 5 of 6
Pairs
Small groups (3-5)
Whole group
Checks for Understanding
Make sure students have completed the form with no duplicates in terms of skills,
education, etc.
When investigating issues such as nutrition and wellness, we find that we can
use simple matrices to organize and manipulate data, and to store vital
information and guidelines set forth by the USDA. As problems become more
complex, we will rely on more matrix concepts for data manipulation and
solutions.
Summarizer/Closure
Assessment (if applicable)
Exit ticket: Revisit one day of school menu creation and change to cost to $1.00 per meal. Are you
still able to meet nutrition requirements? Why?
Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available)
Access free videos, lessons, practice, and other resources at:
http://www.ck12.org/search/?q=Inequalities&source=ck12&grade=11&grade=12
© 2015 Spark 101
Math-aligned Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 6 of 6