Directions: Work with your group to complete the assigned task. Use your knowledge of ratios and proportions to correctly compute and justify the amounts. SHOW ALL WORK.

Introduction: You and your group decide to go out to eat at a local restaurant after school. You have the following choices: Salvatore’s of Soho, Santa Fe Grill, or a place of your choosing.

Which restaurant did your group choose? ______

You each get to choose one drink, one appetizer, one meal,and one dessert item. Record your items in the table below.

Student 1: ______

Item / Cost
Drink
Appetizer
Meal
Dessert
Subtotal for Student 1:

Student 2: ______

Item / Cost
Drink
Appetizer
Meal
Dessert
Subtotal for Student 2:

Student 3: ______

Item / Cost
Drink
Appetizer
Meal
Dessert
Subtotal for Student 3:

Student 4: ______

Item / Cost
Drink
Appetizer
Meal
Dessert
Subtotal for Student 4:

1a. Add the cost of the items for each student to get each student’s subtotal. Determine the subtotal for the group by adding the subtotals of each student. Show all work.

Subtotal of group’s meal: ______

1b. The tax rate in New York City is 8.875%. Use the subtotal in 1a to calculate the tax on your meal. Use at least two methods when solving to receive full credit.

Tax Amount: ______

1c. How much is the check? Use the subtotal from 1a and the tax from 1b. Show all work.

Check Amount: ______

1d. Service was good but not great. Your group decides to leave an 18% tip. How much money should you leave your server for tip? Use the check amount from 1c to determine the tip amount. Use at least two methods when solving to receive full credit.

Tip Amount: ______

1e.How much does the meal cost in all? Use the check amount from 1c and the tip amount from 1d. Show all work.

Total Cost of Meal: ______

Wait a second! Someone forgot they have a coupon for 15% off the meal.

2a. Use the subtotal from 1a and the 15% coupon to find the discount amount.Use at least two methods when solving to receive full credit.

Discount Amount: ______

2b. Subtract the subtotal from 1a and the discount from 2a to find the New Subtotal. Show all work.

New Subtotal: ______

2c. Use the NEW SUBTOTAL in 2b to recalculate the tax amount (Note: 8.875%). Use at least two methods when solving to receive full credit.

New Tax Amount: ______

2d. Find the new check total by adding the New Subtotal in 2b to the new tax in 2c. Show all work.

New Check Amount: ______

2e. On second thought, the service was better than expected. You decide to leave 20% gratuity. Calculate the tip on the New Check Amount from 2d. Use at least two methods when solving to receive full credit.

New Tip Amount: ______

2f. Find the new total by combining the NEW check amount from 2d and the new tip from 2e. Show all work.

New Total Cost of Meal: ______

2g. You agree to split the bill evenly. How much does each person need to contribute to cover the total cost? Explain.

3. Is the tax on the NEW SUBTOTAL more or less than the tax on the original subtotal? Explain why.

______

4. You and your friends loved the meal so much, you decide to get it again new week. This time, you decide to order it to your home as take-out instead of going to the restaurant. How does this impact the total cost of the meal?

______

______

5. You and your group used the 15% off coupon. You’re looking over the check and notice that the waiter calculated the tax on the meal before applying the discount. The waiter claims that he’s right but your group disagrees. Who is right? Justify using mathematics.

______

______

______

Restaurant Activity

General Task Rubric
Standards for Mathematical Practices / Criterion / 4 / 3 / 2 / 1
Use appropriate tools strategically
Make sense of problems and persevere in solving them. / Topic development / All parts of the task are answered / Most parts answered / Some parts are answered / Little to no part of the task is completed
Attend to precision.
Use appropriate tools strategically / Computation
(accurate calculations, use of calculators etc) / All computation is correct. Multiple methods to solve are used when required / Computational errors, and both methods of solving are used. / Numerous computational errors; and/or only one method of solving used. / Many computational errors; incomplete strategies to solve.
Look for and make use of structure.
Make sense of problems and persevere in solving them.
Model with mathematics / Organization of ideas / Well developed strategies with clear & logical sequencing; work is neat and organized / Strategies are logical and clear but not always followed through; work is a little disorganized / The student has limited success in solving the problem due to messy work / Little evidence of strategies that could be used to solve the problem; work is extremely disorganized and/or illegible
Construct viable arguments and critique the reasoning of others. / Explaining / Presents detailed explanations that are logically developed and explain the mathematics involved / Presents explanations that are logically developed and explain the mathematics involved / Presents responses that partially explain the mathematics involved / Limited responses that fail to explain the mathematics involved
Construct viable arguments and critique the reasoning of others. / Literacy component / Response is made using full sentences and conventional use of language / Response is generally made using full sentences and conventional use of language / Response has made some attempt to follow the conventional use of language / Little attempt to follow the conventions of language
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