This optional sequence of lessons uses the context of running a restaurant to review mathematical concepts from previous units. While the lessons in this section are related to each other, they do not need to be completed in order. It is not necessary to do all of the lessons to get some benefit, although more connections are made the further one gets.

Students begin this section by using spreadsheets to determine the cost per serving of a recipe. They then use their knowledge of the cost of food as well as other expenses to decide how much money a restaurant needs to earn to make a profit. Finally, students design a scale model of a floor plan of a restaurant, making sure there is enough space around tables but not so much space that food cannot be delivered quickly.

All standards in this section have been addressed in prior units. This section provides an optional opportunity for students to go more deeply and make connections between domains.

A square labeled “A,” a rectangle labeled “B,” and a circle labeled “C” are indicated. A scale of one defined unit equals 1 foot is also indicated. The square has side lengths of 2 point 5 units. The rectangle has side lengths of 2 units and 4 units. The circle has a diameter of 3 point 5 units.

This optional sequence of lessons can be done anytime after Unit 4 is completed. In this section, students explore different ways to measure long distances and then design a five-kilometer course for their school. They begin by measuring a smaller track using a variety of tools and strategies. Then they are introduced to a trundle wheel, a tool for measuring distance on uneven or curving surfaces. Students build their own trundle wheels and compare this method of measuring with their earlier choices. Finally, students use a map of the school grounds to plan a five-kilometer course and use their trundle wheels to verify its length. 

The lessons in this section build on each other and should be completed in order. It is not necessary to do all of the lessons to get some benefit, although more connections are made the further one gets.

All standards in this section have been addressed in prior units. This section provides an optional opportunity for students to go more deeply and make connections between domains.

These optional lessons do not build on each other and can be completed in any order. This section begins with two lessons that focus on proportional reasoning. The next two lessons involve writing algebraic expressions representing real-world situations. The final lesson explores decomposing regions and using scale drawings. Each lesson builds on skills developed in earlier units. 

All standards in this section have been addressed in prior units. This section provides an optional opportunity for students to go more deeply and make connections between domains.

Two pencils, one significantly shorter than the other, are indicated by a ruler with millimeter and centimeter markings. The top pencil’s eraser lines up with 0 and the tip ends between 5 point 3 and 5 point 5 centimeters. The bottom pencil’s eraser lines up with the 0 and the tip ends between 17 point 6 and 17 point 8 centimeters.