In this activity, students predict whether or not a restaurant will make a profit but do not initially have enough information to do so. To bridge the gap, they need to exchange questions and ideas.
The Info Gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information they need to solve it. This may take several rounds of discussion if their first requests do not yield the information they need (MP1). It also allows them to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Explain to students that the cost of food is only one expense for running a restaurant. Ask students to brainstorm other things restaurant owners need to spend money on. From their list, decide as a class which of these depend on the number of meals ordered and which are ongoing expenses. Tell students that restaurants charge more for their meals than just the cost of the ingredients in order to pay for these expenses. This increase in price is called “markup.”
Tell students they will predict if a restaurant will make a profit. Display the Info Gap graphic that illustrates a framework for the routine for all to see.
Remind students of the structure of the Info Gap routine, and consider demonstrating the protocol if students are unfamiliar with it.
Arrange students in groups of 2. In each group, give a problem card to one student and a data card to the other student. After reviewing their work on the first problem, give students the cards for a second problem and instruct them to switch roles.
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
If If your teacher gives you the problem card:
Silently read your card and think about what information you need to answer the question.
Ask your partner for the specific information that you need. “Can you tell me ?”
Explain to your partner how you are using the information to solve the problem. “I need to know because . . . .”
Continue to ask questions until you have enough information to solve the problem.
Once you have enough information, share the problem card with your partner, and solve the problem independently.
Read the data card, and discuss your reasoning.
If your teacher gives you the data card:
Silently read your card. Wait for your partner to ask for information.
Before telling your partner any information, ask, “Why do you need to know ?”
Listen to your partner’s reasoning and ask clarifying questions. Only give information that is on your card. Do not figure out anything for your partner!
These steps may be repeated.
Once your partner says they have enough information to solve the problem, read the problem card, and solve the problem independently.
Share the data card, and discuss your reasoning.
Problem Card 1: Yes, the restaurant is making a profit.
Problem Card 2: The restaurant needs to serve at least 647 meals each week to make a profit.
After students have completed their work, share the correct answers and ask students to discuss the process of solving the problems. Here are some questions for discussion:
“In each situation, some of the given information was per meal, some was per week, and some was per month. How did you deal with these different units?”
“Would it change your final answer if you had chosen a different unit for solving the problem?” (No, the final answer would be the same. The process of finding the answer would be different.)
Remind students that markup is the extra money, above the cost of the ingredients, that restaurants charge to be able to cover their other expenses. Discuss:
“What percentage was the markup for the full-service restaurant?” (about 270%)
“What percentage was the markup for the fast-food restaurant?” (about 264%)
Explain that many restaurants include a markup of around 300% to cover the cost of their other expenses.
If students selected a recipe in the previous lesson and calculated the cost of the ingredients, consider giving them time to determine the markup they would need to make a profit at their imaginary restaurant.
“Estimate the monthly cost of your ongoing expenses.”
“Predict how many meals your restaurant would sell in one month.”
“How much money would you need to charge for each meal to be able to cover all the ongoing costs of running a restaurant?”
“What percentage of the cost of the ingredients is the markup on your meal?”
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In this activity, students predict whether or not a restaurant will make a profit but do not initially have enough information to do so. To bridge the gap, they need to exchange questions and ideas.
The Info Gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information they need to solve it. This may take several rounds of discussion if their first requests do not yield the information they need (MP1). It also allows them to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Explain to students that the cost of food is only one expense for running a restaurant. Ask students to brainstorm other things restaurant owners need to spend money on. From their list, decide as a class which of these depend on the number of meals ordered and which are ongoing expenses. Tell students that restaurants charge more for their meals than just the cost of the ingredients in order to pay for these expenses. This increase in price is called “markup.”
Tell students they will predict if a restaurant will make a profit. Display the Info Gap graphic that illustrates a framework for the routine for all to see.
Remind students of the structure of the Info Gap routine, and consider demonstrating the protocol if students are unfamiliar with it.
Arrange students in groups of 2. In each group, give a problem card to one student and a data card to the other student. After reviewing their work on the first problem, give students the cards for a second problem and instruct them to switch roles.
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
If If your teacher gives you the problem card:
Silently read your card and think about what information you need to answer the question.
Ask your partner for the specific information that you need. “Can you tell me ?”
Explain to your partner how you are using the information to solve the problem. “I need to know because . . . .”
Continue to ask questions until you have enough information to solve the problem.
Once you have enough information, share the problem card with your partner, and solve the problem independently.
Read the data card, and discuss your reasoning.
If your teacher gives you the data card:
Silently read your card. Wait for your partner to ask for information.
Before telling your partner any information, ask, “Why do you need to know ?”
Listen to your partner’s reasoning and ask clarifying questions. Only give information that is on your card. Do not figure out anything for your partner!
These steps may be repeated.
Once your partner says they have enough information to solve the problem, read the problem card, and solve the problem independently.
Share the data card, and discuss your reasoning.
Problem Card 1: Yes, the restaurant is making a profit.
Problem Card 2: The restaurant needs to serve at least 647 meals each week to make a profit.
After students have completed their work, share the correct answers and ask students to discuss the process of solving the problems. Here are some questions for discussion:
“In each situation, some of the given information was per meal, some was per week, and some was per month. How did you deal with these different units?”
“Would it change your final answer if you had chosen a different unit for solving the problem?” (No, the final answer would be the same. The process of finding the answer would be different.)
Remind students that markup is the extra money, above the cost of the ingredients, that restaurants charge to be able to cover their other expenses. Discuss:
“What percentage was the markup for the full-service restaurant?” (about 270%)
“What percentage was the markup for the fast-food restaurant?” (about 264%)
Explain that many restaurants include a markup of around 300% to cover the cost of their other expenses.
If students selected a recipe in the previous lesson and calculated the cost of the ingredients, consider giving them time to determine the markup they would need to make a profit at their imaginary restaurant.
“Estimate the monthly cost of your ongoing expenses.”
“Predict how many meals your restaurant would sell in one month.”
“How much money would you need to charge for each meal to be able to cover all the ongoing costs of running a restaurant?”
“What percentage of the cost of the ingredients is the markup on your meal?”