CURRICULUM
DESIGN
Jeffrey L. Meher, Group 7A
MeMean, MeMedian, McMode, McRange. A math unit integrating
math, science and technology. Grade 4.
Commencement
content standard from MST
Students
will use mathematical analysis, scientific inquiry, and engineering design,
as appropriate, to pose questions, seek answers, and develop questions.
 Standard 2: Information
Systems
Students
will access, generate, process, and transfer information using appropriate
technologies.
Students
will understand mathematics and become mathematically confident by communicating
and reasoning mathematically, by applying mathematics in real world settings,
and by solving problems through the integrated study of number systems,
geometry, algebra, analysis, probability, and trigonometry.
Benchmark
standards:
Content standards
Standard
1: Analysis, Inquiry, and Design
MathematicalAnalysis:
# 1. Abstraction and symbolic representation are used to communicate mathematically.
#3. Critical thinking skills are used in the solution of mathematical
problems.
Standard
2: Information Systems
#1. Information technology is used to retrieve, process, and communicate
information and as a tool to enhance learning.
Standard
3: Mathematics
#1
Mathematical Reasoning: Students use mathematical reasoning to analyze
mathematical situations, make conjectures, gather evidence, and construct
an argument.
#3
Operation: Students use mathematical operations and relationships
among them to understand mathematics.
#4
ModelingIMultiple Representation: Students use mathematical modeling/multiple
representations to provide a means of presenting, interpreting, communicating
and connecting mathematical information and relationships.
7
Patterns/Functions: Students use patterns and functions to develop
mathematical power, appreciate the beauty of mathematics, and construct
generalizations that describe patterns simply and efficiently.
Performance
Standards
Standard
1:
 Students will
use special mathematical notation and symbolism to communicate in
mathematics and to compare and describe quantities , express relationships,
and relate mathematics to their immediate environments.
 Students will
explore and solve problems generated from school, home, and community
situations, using concrete objects or manipulative materials when
possible.
Standard
2:
 Students will
use a variety of equipment and software packages to enter, process,
display, and communicate information in different forms using tables,
text, pictures, and sound.
 Students will
access needed information from printed media, electronic data bases,
and community resources.
Standard
3:
 Students will
use models, facts, and relationships to draw conclusions about mathematics
and explain their thinking.
 Students will
justify their answers and solution processes.
 Students will
use logical reasoning to reach simple conclusions.
 Students will
add, subtract, multiply and divide whole numbers.
 Students will
develop strategies for selecting the appropriate computational and
operational method in problemsolving strategies.
 Students will
know single digit addition, subtraction, multiplication, and division
facts.
 Students will
construct tables, charts and graphs to display and analyze realworld
data.
 Students will
use multiple representations as tools to explain the operation of
everyday procedures.
 Students will
recognize, describe, extend, and create a wide variety of patterns.
 Students will
represent and describe mathematical relationships.
 Students will
interpret graphs.
Content
standards or outcomes
 Students will
calculate mathematical operations to determine mean, median, mode
and range.
 Students will
use EXCEL program to graph/chart their data and findings. * Students
will use a word processing program to express their findings through
written statements.
 Students, working
in groups, will create a daily menu in Power Point of "Healthy"
eating from the McDonalds nutrition chart based on USRDA of calories
and fat will compare and contrast their findings with other groups
information.
Procedure
This activity will take approximately 2 weeks,(10 one hour periods).
Day 1. Teacher reinforces the concepts of mean, median, mode and range.
Teacher distributes McDonalds Nutritional Food Chart.
Students familiarize themselves with McDonalds chart focusing on the
columns, calories and fat.
Day
2. Teacher models McDonalds chart worksheet demonstrating how to record
the mean, median, mode and range.
Students, working in groups, will find the mean, median, mode and range
from the chart under specific headings. i.e.: Sandwiches, Breakfast
foods, Desserts etc..
Day
3. Teacher demonstrates how to use EXCEL program and how to set up graphs
and charts to display data.
Teacher demonstrates how to relate mean, median, mode and range specifically
to the EXCEL program.
Students collaboratively create graphs and charts to show information.
Day
4. Teacher models writing statements in WORD interpreting the data from
graph. Teacher and students work together to complete graphs and write
statements to support.their findings.
Day
5. Teacher discusses final project outline which is to create a "Healthy"
menu for eating at McDonalds based on USRDA allowance calories and fat.
Teacher gives Power Point presentation serving as model for final project.
Students will work together to mathematically evaluate criterion for
menu final project.
Day
6. Teachers and students will work together to complete final touches
on graphs and charts as well as menu's.
Day
7. Students will present their findings to class using computer generated
graphs, charts, as well as Power Point presentations. They will also
use their written work to aid in their presentations.
Day
8. Teacher facilitates intergroup comparison and contrasting of their
findings. Students will print out their work of all findings and share
with all other groups their results.
Day
9. Students will perform self and group reflections on activity.
Day
10.  Teacher sits with students and groups to review reflections and
rubrics.
Materials
& Supplies
1.
Student computer workstations installed with EXCEL, WORD, and POWER
POINT.
2. Computer monitor to project computer screen images for whole class
usage.
3. Multiple copies of McDonalds nutrition chart.
Assessment
Tools & Techniques: The following Rubric was developed to assess
the project.

4 Accomplished 
3 Proficient 
2
Developing 
1 Beginning 

Demonstrates
understanding of Math Concepts Mean, median, mode, and range though
worksheets & computer generated graphs & written statements. 
Demonstrates
understanding of process to figure mean, median, mode, and range
with I or 2 computational errors reflected in graphs/wkshts. 
Begins to
show understanding of process to figure mean, median, mode, and
range. Graphic & worksheet representation reflects minimum
understanding. 
Doesn't understand
concept of mean, median, mode and range. Graphic & worksheet
representation reflects
poor understanding. 

Graph
is labeled correctly and easy to read. Accurately represents findings.
Supporting statements submitted without error.

Graph has
1 labeling error and not as easily read. Supporting statements
have 13 errors in grammer/typing. 
Graph displays
more than 1 labeling error and information is not easily communicated.
Supporting statements have 35 errors. 
Graph isn't
labeled correctly and doesn't communicate findings. Supporting
statements have more than 5 errors and don't support findings. 

Decisions
were made collaboratively through consensus by all members. 
Decisions
were discussed within group. Final decisions were made primarily
by 2 people.

Decisions were only occasionally discussed with members. One or
two people made all decisions.

The group
did not work collaboratively. Decisions were made by default and
by one person.


Power
Point Presentation accurately reflects Healthy Menu using USRDA
recommendations of calories and fat. Creativity displayed
via graphics, transitions, builds and color.

Healthy Menu
falls within 10% of USRDA recommendations of calories and fat.
Creativity in presentation is
displayed via transitions, build, and color. 
Healthy Menu
falls between 11%20% of USRDA recommendations of calories and
fat. Creativity in presentation is limited in transitions, builds,
color and graphics 
Healthy menu
is more than 20% inaccurate with regard to USRDA recommendations.
Presentation reflects limited understanding of original concepts
and limited creativity. 
Reflection
on activity:
 Students benefited
from working in teams as it enhanced their collaborative skills.
 They were each
able to feel a apart of the project as they used individual strengths,
whether it be in writing, math, or computer.
 Their interest
was peaked as the project was related to a real life scenario.
 This teachers
interest in multiple intelligence's was realized via this activity.
Many, if not all of the intelligence's were utilized at some point.
 The project
accurately reflected the MST standards 1,2 &3.
CAN
YOU EAT 3 MEALS A DAY AT McDONALDS AND BE CLOSE TO THE 2000 CALORIE
AND 65 GRAMS OF FAT RECOMMENDED AS A DAILY ALLOWANCE?
Using
the outline below, choose ONE item from each category from your Nutrition
Facts Chart and total the calories and fat at the bottom.
For Breakfast: 
ITEM 
CALORIES 
FAT 
Breakfast 



Muffins/Danish 



Milk/Juice 



Calories
sub total:
Fat sub total:
For Lunch: 
ITEM 
CALORIES 
FAT 
Sandwich 



French Fries 



Dessert/Shake 



Soft Drink 



Calories
sub total:
Fat sub total:
For Dinner: 
ITEM 
CALORIES 
FAT 
Chicken Nugget 



Sauce 



Salad 



Dressing 



Dessert/Shake 



Calories
sub total:
Fat sub total:
Total
Calories for three meals
Total Fat for three meals
HEALTHY? EATING AT McDONALDS
Use
the table below to record the caloric mean, median, mode, and range
for the following McDonaids food categories.
1.
Sandwiches:
MEAN
MEDIAN
MODE
RANGE
work
area:
2. Breakfast: MEAN
MEDIAN
MODE
RANGE
work area:
3.
Muffins/ Danish: MEAN
MED
MODE
RANGE
work
area:
4.
Desserts/Shakes MEAN
MEDIAN
MODE
RANG
