Barb Bolte
REAL Interactive Interactive Projects Lesson Plan
Information Collection and Analysis – Project Big Mac
Overview:
Project Type- Database Collection/Pooled Data Analysis
Lesson Title- Project Big Mac
Grade Level- 6-8 (could be adapted for upper grades as well)
State or District Standards- th Kansas Math Standards (7 grade)
4.1.K3a The student uses a fraction, decimal, and percent to represent the probability of a simple event
in an experiment or simulation.
4.1.A4 The student makes predictions based on the theoretical probability of a simple event in an
experiment or simulation.
4.2 (all Knowledge and Application indicators could be used) Statistics – The student collects,
organizes, displays, and explains numerical (rational numbers) and non-numerical data sets in a variety
of situations with a special emphasis on measures of central tendency.
thKansas Math Standards (8 grade)
4.1.A1 The student conducts an experiment or simulation with independent or dependent events
including the use of concrete objects; records the results in a chart, table, or graph; and uses the results
to draw conclusions and make predictions about future events.
4.1.A2 The student analyzes the results of an experiment or simulation of two independent events to
generate convincing arguments, draw conclusions, and make predictions and decisions in a variety of
real-world situations.
4.2 (all Knowledge and Application indicators could be used) Statistics – The student collects,
organizes, displays, and explains numerical (rational numbers) and non-numerical data sets in a variety
of situations with a special emphasis on measures of central tendency.
NETS*S
4. Technology communications tools
? Students use telecommunications to collaborate, publish, and interact with peers, experts,
and other audiences.
5. Technology research tools
? Students use technology to locate, evaluate, and collect information from a variety of
sources.
? Students use technology tools to process data and report results.
6. Technology problem-solving and decision-making tools
? Students use technology resources for solving problems and making informed decisions.
Lesson Objective-
The students will actively participate in Project Big Mac. The students will collect the necessary information
and submit it to the project. The students will monitor the project each week noting changes in data, making
predictions, and using the data to prepare their final project.
Resources / Materials-
? Computers with Internet access, word processing software, spreadsheet software, and possibly publishing
software.
? http://homepages.bw.edu/~jgoodman/projectbigmac/
? LCD Projector
? Overhead projector
? Student math journals
? Student handouts
? Rubrics
? Poster Board
? Student art boxes (contains glue, markers, scissors, etc.)
Time Frame- 4-5 weeks
? The on-line part of the project will remain open for four weeks collecting data. Results will be posted in the
form of a spreadsheet halfway through the project and then again at the end of the project.
? Week One: Students will be introduced to the project and student expectations. During the first week,
students will gather the required data from local McDonald’s restaurants. Students will also be required to
create a list predicting from where they expect data to come (different parts of the United States as well as
other countries) in their math journals. At the end of the first week or beginning of the second week, students
will be required to submit their data on-line to the project.
? Week Two: Students will submit their data at the beginning of the week if they did not submit it at the end of
the first week. During week two, students will check the Map feature at the beginning and at the end of the
week. They will keep record their observations in their math journals. At the end of week two, the students
will have a class discussion (in the form of a class meeting) focusing on their observations of the changes on
the Map and their predictions of participating countries and U.S. cities observed on the map. Students will be
required to post a comment or question on the Forum after their teacher has approved it.
? Week Three: Students will be required to respond to a posting from another student on the Forum. Students
will check the Map feature again and record their observations of changes in their math journals. Students will
take the data provided from the Big Mac Project team at the halfway point and begin analyzing it through a
series of handouts students will complete in groups. The handouts will help the students to organize their
thoughts and ideas for the culminating project – a poster. In their math journals, students will make
predictions about the final data based on the current data available.
? Week Four: Students will post another comment or question on the Forum that they have generated.
Students will also respond to a posting from another student. Students will check the Map feature again and
respond in their math journal to the changes they observe. A class discussion (in the form of a class meeting)
at the end of the week will allow students to share the communications they have had with other students on
the Forum. Students will begin to create their poster about the Big Mac Project.
? Week Five: Students will take the data provided from the Big Mac Project team at the end of week four.
Using prior handouts, journal entries, and information from class discussions, the students will perform a final
analysis of the data. They will complete their group posters and include any necessary written explanations.
(If necessary, this may be extended one more week)
Team structures- individually, in groups of 2 or 3 students, and entire class for class discussions
Students will collect their information and submit it to the Big Mac Project individually. Students will
complete their own journal entries as well as their questions and responses they post to the Forum. All other
work will be completed in groups (assigned by teacher) except for the class discussions.
Instructional Elements:
Written explanation of the following
Introduction of project to students – Initial Activity
This project will be introduced to students at the beginning of a unit on statistics and probability. A student
poll will be taken about students’ favorite fast food restaurants. This information will be recorded on the board in the
form of a frequency table. Students will then discuss what type of graph would better display the data – a bar graph or
line graph. Students will then create a graph of the data. The teacher will use this activity as a lead in to Project Big
Mac. Using a LCD projector, the teacher will show the students the home page for the project. (If this project would
be used with high school or college students, the article The Big Mac Index could be assigned for reading in advance.)
The teacher will show students how to navigate through the site, focusing on each page important for the students
(Student, Map, Forum, Results, and Updates.) While showing and discussing each page, the teacher can explain to
students how they will be required to use each page. The teacher can explain that this will be an on-going project
throughout the instruction of the statistics unit. Some of the work will be completed in class and some of the work will
be completed at home. The teacher will pass out the first handout the students will use to collect their data. Students
do not need to go to McDonald’s to collect their data; they may simply call to get the price of a Big Mac and the
address of the restaurant. This is important because the students must all contact a different McDonald’s. Out-of-state
relatives or friends may also be sources of the data required. The teacher can indicate that the project will culminate in
a poster, but probably will not go into much detail on the first day because there will be no data available and the
students will not have actually started the unit on statistics and probability. The teacher will also have the students
make a list in their journal of the states and countries they think may participate in the project.
Project Tasks
Week One:
? Students collect data from a McDonald’s restaurant. (handout)
? Students create a list in their math journal predicting where they think the data will originate. (U.S.
states and other countries)
? Students submit data to the Big Mac project. (will need a number of computers)
Week Two:
? Students check the Map feature at the beginning, end of the week, and record their observations
each time in their journals. (can be done in a lab or through the use of the LCD projector) (will
need writing prompts)
? Students participate in a class discussion about their observations of Map feature.
? Students write a question or comment to post on the Forum, receive approval of teacher, and
actually post to the Forum.
Week Three:
? Students respond to another posting on the Forum written by someone they do not know.
? Students check the Map feature again and record their observations in their journal. (writing
prompts)
? Divide students into groups. As a class, access the halfway point data. The teacher will actually
access the data and make it available for all students, but the students are involved in the
observation of and discussion of retrieving this data. (LCD projector)
? Students will begin to analyze the data in groups. (handouts)
? Students use the halfway data to make predictions about the final data in their math journals.
(writing prompts)
Week Four:
? Students post another comment or question to the Forum.
? Students respond to a posting on the Forum written by someone they do not know.
? Students check the Map feature and record observations in their math journals. (LCD projector)
? Students will participate in a class discussion sharing their communications with others on the
Forum.
? Students receive information for creating their group poster.
Week Five:
? As a class, access the final data. The teacher will actually access the data and make it available for
all students, but the students are involved in the observation of and discussion of retrieving this
data. (LCD projector)
? Students analyze the final data in their groups. (handouts)
? Students use their data, analysis of the data, journal entries, and information from class discussions
to create their group poster.
Final Project
Group poster – see attached handout and notes about poster
Assessment
Rubrics – see attached
Project: Big Mac
Data Sheet
You will be required to collect the following information and submit it by the end of the first week to the
Project: Big Mac website student page. Be sure to get the price of the Big Mac WITHOUT tax.
The following information is about the McDonald’s where you priced your Big Mac. It is NOT your home
address!
Address (number and street): _______________________________________________
City: __________________________________________
State: ________________
Zip/Postal Code: ________________________________
Country: _______________________________________
Date: _________________ _________________ _______________
Month Day Year
Local Currency: ____________________________________________
Price in Local Currency: _____________________________________
Price in American Dollars: ___________________________________
School Code: __________________ (get this from your teacher)
Student Code: __________________________ (optional – you will not be submitting this so
leave it blank when you enter your data. For
the sake of this worksheet, please provide your
name.)
As a class we will enter this information on the student entry form and on the map.
Project: Big Mac
Calculation Worksheet
Halfway Point Data
Students in Group: _____________________________________________________
Please show all your work on another page attached to this one. Although you are only required to have one
sheet of work and answers, every member in your group should be able to answer and explain the approach
to the answer to every question on this workheet. Save this work – it will be part of your final poster.
1. Calculate the mean, median, and mode of the prices of Big Macs entered into the data so far. Which
measure of central tendency would be the best measure to describe this data? Why?
2. Calculate the mean, median, and mode of the prices of Big Macs only from the United States that
have been entered into the data so far. Which measure of central tendency would be the best
measure to describe this data? Why?
3. What percent of the total number of entries are located in the United States? Does this percent
surprise you? Why or why not?
4. How many countries are included in the locations so far?
5. What is the average price of a Big Mac in the three countries with the most entries excluding the
United States?
6. How does the average price of a Big Mac in these countries compare to the average price of a Big Mac
in the United States?
7. Using Excel, create a bar graph to show the frequency of data entries for each country participating.
Be sure to label your axes and graph. Write a brief summary of the data below the graph. (between
three and five sentences). Print your graph with your summary.
8. Using the data, create a box-and-whisker plot to show the spread of the prices. Write a brief
summary of the data below the graph. (between three and five sentences) Be sure to also include the
range of the prices.
9. Using the current data, make a prediction about what the average price of a Big Mac will be after four
weeks of collecting data.
10. Using the current data, make a prediction about how many countries you think will participate in
Project: Big Mac and how their price of a Big Mac will compare to the average price of a Big Mac in
the United States.
Project: Big Mac
Calculation Worksheet
Final Data
Students in Group: _____________________________________________________
Please show all your work on another page attached to this one. Although you are only required to have one
sheet of work and answers, every member in your group should be able to answer and explain the approach
to the answer to every question on this workheet.
1. Calculate the mean, median, and mode of the prices of Big Macs entered into the data. Which
measure of central tendency would be the best measure to describe this data? Why?
2. Calculate the mean, median, and mode of the prices of Big Macs only from the United States that
have been entered into the data. Which measure of central tendency would be the best measure to
describe this data? Why?
3. What percent of the total number of entries are located in the United States? Does this percent
surprise you? Why or why not?
4. How many countries are included in the locations?
5. What is the average price of a Big Mac in the three countries with the most entries excluding the
United States?
6. How does the average price of a Big Mac in these countries compare to the average price of a Big Mac
in the United States?
7. Using Excel, create a bar graph to show the frequency of data entries for each country participating.
Be sure to label your axes and graph. Write a brief summary of the data below the graph. (between
three and five sentences). Print your graph with your summary.
8. Using the data, create a box-and-whisker plot to show the spread of the prices. Write a brief
summary of the data below the graph. (between three and five sentences) Be sure to also include the
range of the prices.
9. Using the final data, respond to your prediction about what you thought the average price of a Big
Mac would be at the end of the four weeks. Was your prediction close? Why or why not?
10. Using the final data, respond to your prediction about how many countries you thought would
participate in Project: Big Mac and how their price of a Big Mac would compare to the average price
of a Big Mac in the United States. Was your prediction close? Why or why not?
11. What would have happened if you had not been told to disregard tax when reporting the price of a
Big Mac? How could this have affected the results?
12. Identify a minimum of two other factors that could affect the reliability of the data and how they
would affect it.
13. Can you use the price of a Big Mac to make predictions about the cost of living or standard of living
in other countries? If so, what could you say based on the results of the data?
Journal Entries – Writing Prompts
(Teacher Note: Make copies and place on overhead projector if not using LCD projector.)
Week One
Entry One:
What countries do you think will participate in the
project?
What states from the United States do you think will
participate in the project?
Week Two
Entry Two:
After looking at the map, what countries did you see that
have already participated in the project?
Did it surprise you to see these countries participating?
Explain.
What states have participated already?
About how many participants do you think are shown on the
map?
When you look at the map itself and the identified
locations of the McDonald’s, do you see a pattern or
trend? If so, what?
What do you think you will see when we look at the map
again at the end of this week?
Entry Three:
Have any new countries or cities been added to the map?
If so, how many would you say have been added since the
beginning of the week?
Are any of these countries a surprise to you? Explain.
Are there as many participants from the United States as
you may have thought there would be? Why or why not?
When you look at the map itself and the identified
locations of the McDonald’s, do you see a pattern or
trend? If so, what?
What do you think you will see when we look at the map
again during week three?
Journal Entries – Writing Prompts
(Teacher Note: Make copies and place on overhead projector if not using LCD projector.)
Week Three
Entry Four:
Have any new countries or cities been added to the map?
If so, how many would you say have been added since last
week?
Now that you have looked at the map three times, write a
few sentences to summarize the changes over the past week.
Are there as many participants from the United States as
you may have thought there would be? Why or why not?
When you look at the map itself and the identified
locations of the McDonald’s, do you see a pattern or
trend? If so, what?
We will look at the map one more time during week four.
What do you think you will see? Why? What are you
basing your prediction on?
Week Four
Entry Five:
Estimate how many participants have contributed data
based on the information on the map.
Identify something that you did expect to see and
something that you did not expect to see. Were you right
or wrong?
Look back over past journal entries and write a few
sentences summarizing what you have seen. (Analyze the
data about the map you have record in your journal.)
You were asked in a previous prompt if you saw a pattern
or trend. If you did, were you right?
Looking back over your entries, do you now see a pattern
that you did not previously see?
Project: Big Mac
Final Project: Group Poster
Using both sets of data and your answers on the calculation worksheets, create a poster
comparing the results of the data at the halfway point and at the end of the project. Be sure
to include all graphs, calculations, and explanations. Because there were ten questions, you
should have at least ten answers to compare. Don’t just give a numerical answer – identify
what that number represents and how it is related to Project: Big Mac. Be sure to explain
how your answers changed over the past two weeks. Also, you will need to include your
answers to questions 11-13 somewhere on your poster. How you include your answers to
these last three questions is up to your group. Your group poster will be graded based on
the rubric attached.