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Run A Taco Truck, A Project Based Learning Activity (PBL)

Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
Run A Taco Truck, A Project Based Learning Activity (PBL)
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Welcome to the TACO TRUCK business! More and more food trucks are becoming high priorities in the eating world. Whether it’s a lunch crowd or a spot by a concert, food trucks are in high demand. Plus, the food isn’t just good...it’s great. Now students can create their own business using math skills (decimals, area, and perimeter) to make taco trucks become a reality. This'll be supreme!

Run A Taco Truck is a project based learning activity that puts all the job responsibilities in the hands of the students. This project based learning activity focuses on pushing students to create and design while using math skills, applying problem solving techniques, and collaborating with others. It allows for easy differentiation, so students can work at a pace they will be successful at. There are steps and procedures to assist students through this project, but the work and results will be determined by their ideas that each students adds.

With this resource students WILL CREATE a personalized taco menu and miniature 3D version of a taco truck, along with a business they can call their own. By the end of this project each student will create an absolutely unique business based on their own ideas, imagination, and application of skills. No two taco trucks will be the same.

The project is broken into three sections:

1. START- UP: Create and Design the business from scratch.
The project begins by throwing students into the start-up world of running a business.
Students will create a restaurant title, design logos, and create important marketing options to help make the business visible.These design elements will be used in future sections including the menu, food truck.

2. THE MENU: Focuses on DECIMALS, FINDING TOTALS, and MORE.
Students will build their menu for creating the ultimate tacos. This includes picking shell types, condiments, meats or veggies, and anything else. The menu will be completely individualized based on student choices. As students create their menu they will price all items. YOU (the teacher) have the option of including decimals or not, based on where your students are. Once the menu is complete, students will fill complete orders from other students, which includes finding total prices for each taco/purchase order.

An EXAMPLE of the to-do list for this section includes:
First: Directions
Read ALL the directions! Not just for the first page, but for EVERY page.

Second: BRAINSTORM
List food options that could be on your menu. Work with classmates, do research, and find some unique foods to add.

Third: PICK THE MENU
Make your final food decisions and begin creating your menu with the four KEY areas. Include prices for every single item.

Fourth: BUILDING TACOS
You will be making three different tacos, each with more ingredients added. Then you will find the total cost of each.

Fifth: DESIGNER TACOS
Create two DESIGNER Tacos. These tacos will each have at least EIGHT ingredients. Give them a name and find their total price.

Sixth: TAKING ORDERS
Classmates will stop by your taco truck menu and order.
You will need to find the total price for the tacos they ordered.

Seventh: Design the Menu
OPTIONAL: Design a menu with EVERY SINGLE ITEM on it-- with prices.
You may use the provided papers or create your own version.

3. BUILD THE TRUCK: Create a 3D taco truck, focuses on AREA and PERIMETER.
Students will design a 3D model of their taco truck using properties of area/perimeter/geometry. This includes step by step instructions for designing the interior of the truck. Students also have the option of adding in 3D items inside the trucks (if time permits).


INCLUDED IN THIS RESOURCE:
6 About this Resource & Instructions
9 Cover Page & Intro
11 Section One: Start-Up
12 Business Name, Logo & Design (two versions to choose from)
14 Slogans, Hours, and Problems You Could Face
15 Section Two: Making the Menu
17 Brainstorm
18 Picking the Menu and Pricing
20 Building Tacos (decimals)
21 Designer Tacos (adding with decimals)
22 Taking Student Orders (students find totals and costs)
27 Taking Orders, Secret Menu
30 Design the Menu
36 Section Three, Building the Truck
41 Rough Draft
42 Final Version
46 Taco Truck Size, Area and Perimeter
49 Building Appliances and Furniture
52 Exterior and Extras
54 Teacher Rubrics and Student Reflections
58 Visuals for creating the taco truck
70 Extra sheets that don't include decimals (these can replace sheets in THE MENU

Run A Taco Truck pushes students to create a viable business that includes three individual sections; start-up, the menu, and the truck. These three sections, when connected, allow for students to apply multitude of skills and concepts into a project that connects with the world around us. A few of these skills (but not limited to) involve decimals, money, area, and perimeter. This project also allows students to work within their own learning levels to create a project that is entirely unique.

This PBL activity focuses on the real-world application of math concepts used in building and designing businesses, while practicing problem-solving skills (which are one of the most sought after skills in the work force today), collaboration, and using their imagination.

Materials Needed:
-computer paper
-card stock (optional for the
house building)
-crayons and colored pencils
-scissors
-tape and glue

Measuring Units (truck):
The measurement used for this project will be a single unit per cube. You may choose to increase complexity by making each cube worth more. Use this with students to easily differentiate.
Example: 1 square = 3 units or 1 square = 5 units
There are no feet, yard, or meters.

Optional Materials:
-books or magazines on food trucks
-videos that show food trucks
-videos on running a business, money aspect
-menus from restaurants

Time Frame:
The time frame for completing this project will vary. If you are planning on completing it in a week, give 45-60 minutes per day--but it still could take longer.

Time can vary based on many factors. One area that may take longer is creating the truck. Once students understand how it works, they might want to try and take them to another level (which is encouraged).

Encourage Creativity
Push your students to try new ideas. At the beginning they may be hesitant, but encourage them to try new ideas. There are unlimited options in the project.




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Total Pages
71 pages
Answer Key
Rubric only
Teaching Duration
N/A
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