Food Truck Challenge - Math PBL

Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Food Truck Challenge - Math PBL
Grade Levels
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PDF

(402 KB|8 pages)
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Standards
  • Product Description
  • StandardsNEW

This product is a 6 stage project that can be performed in an individual manner or in a group.

A brief outline of the 6 stages in this project are as follows:

Stage 1: Students choose 3 food menu items and find cost to make them.

Stage 2: Students choose 2 drink items to sell and calculate equipment costs.

Stage 3: Students calculate their profit for each item based on cost to make.

Stage 4: Students calculate profit for year based on chance events.

Stage 5: Students calculate Net Profit based on expenses.

Stage 6: Students design a logo for their business and design a food truck.

Please see preview for a more detailed view of the product.

My students thoroughly enjoyed this project so much they wanted to continue on with it at home! Hopefully your students enjoy it as much.

Please be kind enough to leave a review if you found this product helpful. You can follow my teaching journey @theteacherbible on Instagram for more inspiration.

Log in to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Solve real-world and mathematical problems involving the four operations with rational numbers.
Total Pages
8 pages
Answer Key
N/A
Teaching Duration
2 Weeks
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