Go Big, Papa?
Final Project
By Colleen Harger
Contents
Page 2………………………Instructional Strategies
Page 5…….….Goals, Objectives, and Standards
Page 7…….………………………….………..Assessment
Page 9…….…………………….Technology Rationale
Page 10 Activity Video and Student Handout
Page 11 ………………………………………. Resources
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Instructional Strategies
Learner & Environmental Analysis
Learner & Environmental Strategies, Activities and Performance Indicators
Analysis
Prior Knowledge
For the activity, students will need to know how to write an
equation using a variable. They will also need to know how to
use a graph to represent the equation and how the values
change. Students will also have prior knowledge on calculating
area of circle, unit rates, and percents.
Context and Situation
In class, the students will watch the Papa John’s commercial
online. They will then also watch the video that will guide them
through the activity.
In small groups during class time;
Goal 1: Students will write and evaluate algebraic expressions.
Objective 1: Students will write and evaluate an algebraic
expression to represent the cost of pizza as a function of the
number of toppings.
Objective 2: Students will relate a linear expression to a table
of values and to a graph.
Goal 2: Students will calculate savings.
Objective 1: Students will calculate percent savings, and
compare deals by considering both absolute ($) and relative (%)
savings.
Objective 2: Students will calculate the cost per unit to
determine the best buy.
Objective 3: Students will determine when a special offer will
save money and model those findings algebraically and
graphically.
For the assessment, students will work in small groups in class.
They will go online to research another pizza place and collect
the necessary information. Students will complete the
assessment in their group by creating a presentation. They will
use any online tool or other technology tool for their
presentation.
Students will be able to choose how they want to do their
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Learning
Styles/Differentiation
assessment presentation. Some possible options are
PowerPoint, Prezi, Glogster, Smartboard, or any other
presentation tool they feel comfortable with.
Learner Considerations:
Cultural, Special Needs,
etc.
Students will be able to watch the video multiple times. They
will be able to ask questions and get help. They will also work
in small groups for the assessment.
Media and Technology
Preferences and Current
Environment
Students will be able to watch the Papa John’s commercial and
instructional video on the web. They will be able to use the
internet to research other pizza place’s menus. They will be
able to choose the technology they feel most comfortable with
to use as their presentation tool.
Instructional Strategies & Sequence of Events
Instructional Event
Instructional Strategy
(Describe how you will accomplish the instructional
event)
Capture the attention of
the learner.
I would start with a survey on what are students’ favorite toppings
on pizzas. We would take the top 3-4 toppings, discuss what we
could call the pizza, and then have a discussion on how we decide
how much to charge for our “new” pizza.
Describe to learners
what performance
objectives are to be
achieved.
It would be discussed that students will write an equation to
represent the change in pizza prices by both size and toppings.
They will represent that equation and change in prices graphically.
They will also calculate cost savings, compare, and evaluate the
results of their calculations.
Help learners recall
prerequisite learning.
Before the lesson, students would have an assignment to watch a
video on area of circles and unit rates. They would also practice
solving a few area of circle and unit rate problems as a refresher
for the “pizza” project.
The following question would also be proposed to the students.
“Have you ever been in a pizza place and tried to order pizza and
one person doesn’t want this topping, another doesn’t want that
topping, but another wants everything? Money wise, what is the
best solution? Buy a specialty pizza and ask them to leave off
some toppings or order a create your own pizza?”
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Present instruction to
facilitate learners’
achievement of
performance objectives.
Guide the learners
through the materials so
they begin to meet the
objectives.
Students will watch to Papa John’s pizza commercial. They will
follow along with the student worksheet. Together we will discuss
how to write the equation to represent the pricing of “create your
own” pizzas. They will graph their results. We will then calculate
the cost savings both as money savings and percent of savings
between create your own pizzas and specialty pizzas.
Prompt the performance. The Papa John’s video guides the students through the activities.
It will be discussed with the students what they will need to do for
each step.
Give feedback to the
learners.
We will go over the equations, charts, and graphs to make sure
the students understand. Questions will be answered and they
will receive feedback on how they did.
There will also be a rubric that students will get as feedback from
their final assessment.
The teacher will walk around and ask the students questions
Evaluate how well the
learners are beginning to about what the equations represent, how the equation would
change with different prices or sizes, and what the percent
achieve the objectives.
savings really mean.
Work toward helping the
learners retain what they
have learned and apply
it.
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As an assessment, students will work in groups and research
another pizza place’s menu. They need to write their own
equation for the pizza pricing and calculate the cost savings.
They will need to give a presentation of their findings.
There will also be a discussion on how writing and using
equations in that way can be a useful tool in the future. What
other kinds of businesses might use equations like that to
calculate pricing for their products.
Project Goals and Objectives
Goal 1: Students will write and evaluate algebraic expressions.
Objective 1: Students will write and evaluate an algebraic expression to represent the
cost of pizza as a function of the number of toppings.
Objective 2: Students will relate a linear expression to a table of values and to a graph.
Goal 2: Students will calculate savings.
Objective 1: Students will calculate percent savings, and compare deals by considering
both absolute ($) and relative (%) savings.
Objective 2: Students will calculate the cost per unit to determine the best buy.
Objective 3: Students will determine when a special offer will save money and model
those findings algebraically and graphically.
Common Core Math Standards:
Grade 7
7 RP.3: Use proportional relationships to solve multistep ratio and percent problems.
7 EE.4a: Use variables to represent quantities in a real-world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the
quantities.
7 G.4: Know the formulas for the area and circumference of a circle and use them to solve
problems; give an informal derivation of the relationship between the circumference and area
of a circle.
Grade 8
EE.8a: Analyze and solve pairs of simultaneous linear equations.
8 F.1. Understand that a function is a rule that assigns to each input exactly one output. The
graph of a function is the set of ordered pairs consisting of an input and the corresponding
output.1
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8.F.2. Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a linear
function represented by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.
8.F.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear.
NETS-S Standards:
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills
to plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
21st Century Skills:
LEARNING AND INNOVATION SKILLS:
CREATIVITY AND INNOVATION, Work Creatively with Others
CRITICAL THINKING AND PROBLEM SOLVING: Make Judgments and Decisions, Solve
Problems
Communication and Collaboration: Communicate Clearly, Collaborate with Others
INFORMATION, MEDIA AND TECHNOLOGY SKILLS:
INFORMATION LITERACY: Access and Evaluate Information, Use and Manage
Information
MEDIA LITERACY: Analyze Media
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Assessment
Papa John’s want to know if they are in line with their competitors pizza prices. Students will
get into groups of 3-4. They will choose another pizza place and research it’s create your own
pizza prices and 1 specialty pizza price, including different sizes. Students will create a
presentation for Papa John’s to let them know how they match up to their competitor’s cost
savings between their create your own pizza and specialty pizzas.
For each group’s pizza place:
1. Students will write an algebraic expression to represent the cost of the create your own
pizzas. Students will represent their pizza prices with both a chart and an x-y graph.
2. Students will calculate cost savings in both money and percent. They will create a chart
representing this information.
3. Students will report their findings and compare them to Papa John’s savings. They will
determine which pizza place has the best savings.
**Students can use any (or multiple) presentation tool they feel comfortable with for their
presentation.
i.e. Glogster, Prezi, PowerPoint, SmartBoard, Excel…
**Pizza place suggestions (but not limited to): Pizza Hut, Papa Murphy’s, Domino’s, Rocky
Rococo’s , Little Caesar’s, Buck’s Pizza (any local pizza shops)…
Assessment Tool: Students will be assessed on their understanding of the task by a Rubric.
(See Rubric Below)
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Multimedia Project : Go Big, Papa?
Teacher Name: Colleen Harger
Student Name: ________________________________________
3
2
1
Accuracy
Algebraic Expression
is accurate. Data is
represented
accurately in both a
chart and graph.
Algebraic Expression
is accurate. Data is
represented in both a
chart and graph but
with minor errors.
Algebraic Expression
is inaccurate. Data is
not represented in
both a chart and
graph, with errors.
/3
Content
All information is
All information not
covered and
covered, but final
questions answered. question answered.
All information not
covered and final
question not
answered.
/3
Attractiveness
Makes excellent use
of font, color,
graphics, effects, etc.
to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Good font, color,
graphics, effects, etc.
are lacking in
presentation.
/3
Presentation
Convincing
presentation and
includes all members
of group in some
way.
Presentation is ok
but does not include
all members of the
group.
Presentation is poor
and does not include
all members of the
group.
CATEGORY
Total:
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/3
/12
Technology Rationale
As part of my activity, I start with a flipped lesson on area of circles and unit rates.
Students will need internet access to watch a video or read a description of the how to do the
tasks as a refresher before the main activity.
Next, technology is used for watching the Papa John’s commercial. As this is not
completely necessary, I think it is a nice attention getter/opener. Sometimes having that eyecatching visual helps to get the students’ attention and motivate them to get involved in the
activity more than just a discussion and worksheets would. I also like the video that goes along
with the lesson that guides the students through the activity. Again, not completely necessary
as I could lead them through activity, but then we have the option of students working at their
own pace, they can go back and watch parts over again if necessary, and it gives the students a
direct visual of the charts and graphs they are working on.
For the assessment, students can use the internet to research other pizza places menus.
Students could get menus directly from a local pizza place, but using the internet will most
likely be more convenient for them and they will also have more options of different pizza
places to research. After students have done their research, they will need to decide how they
are going to give their presentation. Students can use Glogster, Excel, Smartboard, Prezi, or any
other presentation tool they feel comfortable using. Students will also use graphing websites
to plot their equations so that they can attach it to their presentation. Because students are
“pretending” to give a presentation to Papa John’s about how other pizza place’s cost savings
compares to Papa John’s, the presentations should be professional. With today’s technology
options and the options to come in the future, using technology for their presentations will not
only make their presentations more appealing and professional, it will also be more like a real
life experience of their future job experiences. When students go out in the workforce and
have to give a presentation, having the experience using technology will only benefit them.
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Go Big, Papa? Video and Student Handout
The Papa John’s commercial, video, and student handouts can be found at the following
website.
http://www.mathalicious.com/lesson/go-big-papa/
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Resources
http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx
http://www.corestandards.org/the-standards/mathematics
http://edt674.wikispaces.com/file/view/P21_Framework_Definitions.pdf
http://www.mathalicious.com/lesson/go-big-papa/
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