Pizza Problem
Introduction:
Pizza first made its appearance in the United States with
the arrival of Italian immigrants in the late 19th century.
This was certainly the case in cities with large Italian
populations, such as San Francisco, Chicago, New York City,
and Philadelphia where pizza was first sold on the streets of
Italian neighbourhoods. In late 19th century Chicago for
example, pizza was introduced by a pedlar who walked up
and down Taylor Street with a metal washtub of pizzas on
his head, crying his wares at two cents a chew. This was the
traditional way pizza used to be sold in Naples, in copper
cylindrical drums with false bottoms that were packed with charcoal from the
oven to keep the pizzas hot. It wasn't long until small cafes and groceries
began offering pizzas to their Italian-American communities.
With pizza's rising popularity, chain
restaurants moved in. Leading early pizza
chains were Shakey's Pizza, founded in 1954
in Sacramento, California, and Pizza Hut,
founded in 1958 in Wichita, Kansas. Later
entrant restaurant chains to the dine-in pizza
market were Bertucci's, Happy Joe's,
Monical's Pizza, California Pizza Kitchen,
Godfather's Pizza, and Round Table Pizza.
Today, the American pizza business is
dominated by companies that specialize in pizza delivery, such as Domino's,
Brooklyn Pizzeria, Papa John's Pizza, Giordano's Pizza, Pizza Ranch,
Mazzio's, and Godfather's Pizza.
Pizza Hut is also one of the fastest growing chains of in Jakarta. It has also
shifted its emphasis away from pizza parlors and toward home delivery.
Anyone can order pizza of any size and the Total Cost (y) will be calculated
depending of the following factors.
Factor 1. Size of the pizza (x): The following table shows the price and the
size of the pizza.
Size of the Pizza (inches) 9 11 13 15 17 21 27 33 37
Price per Pizza ( dollars) 7.5 8.5 9.5
Factor 2. Available Time for Delivery ( t ) : After the order has been
confirmed if the available time for delivery is 1 hour or below then 12 dollars
will be surcharged( c 2 ) irrespective of number of pizzas ordered , if 2hrs or
below then 11.5 dollars will be surcharged and thereafter surcharge
decreases by 0.5 dollars every subsequent hour.
So far!! I have to reach
in time...
Factor 3. Distance of Delivery (d). Within 3 kilometers - free home
delivery. And the price goes up by 0.5 dollars with every kilometer which is
referred to as additional surcharge (c 3 ).
TASK
1. List any FIVE variables in the above situation. Classify them as
dependent and independent.
2. Complete the following table :
Size of the Pizza (inches) 9 11 13 15 17 21 27 33 37
Price per Pizza ( dollars) 7.5 8.5 9.5
3. Describe the pattern you observed between these variables in your own
words?
4. Plot a graph of the above variables and establish a formula to show the
relation between them.
5. Make a similar table for the surcharge (c 2 ) and available time for
delivery (t) and establish a mathematical relation between them by trial
and error and justify it algebraically. What other method can you think of
to find the formula?
6. The graph in the next page shows the relation between the additional
surcharge (c 3 ) and distance of delivery (d). Analyze the graph and
establish a formula between the variables and describe it in your own
words. Also justify your findings.
7. Use your findings (formulas) to generalize a relation to find the total
cost of a pizza using all the variables which affect the total cost of the
pizza.
8. What is the importance of the above formula?
9. Mr Bambang house is 7 km from the nearest pizza hut outlet. On
Sunday he confirmed order of 7 pizzas 2 of 9 inches, 3 of
11inches and 2 of 15 inches at 10.30 am for a family
lunch to be delivered at 1.30pm. Using the above
formula calculate the total cost of the order.
10. How much saving will Mr Bambangs’ family will be able
to make if they have their lunch at the pizza outlet given
that they use their own car which gives an average of 10km per liter of
petrol and the cost of petrol is 1$ per liter.
11. What is the degree of accuracy you have used in your results? Why
12. What technology you have used and could be used to complete this task?
RUBRICS
CRITERIA B: PATTERNS AND VARIABLES
LEVELS LEVEL DESCRIPTORS
0 The student does not reach to the level described by any of the
descriptors below.
1-2 The student only
Attempts to understand the problem select and apply a
mathematical problem solving technique.
Attempts to identify the variables and describe the pattern
between them.
Attempts to workout general formula for the pattern observed
between the variables.
Attempts to draw a conclusion and make predictions consistent
with findings.
Attempts to justify the formula using logical arguments
3-4 The student is partially able to
Understand the problem select and apply a mathematical problem
solving technique.
Identify variables and describe the patterns between them.
Workout a general formula for the pattern observed between the
variables.
Draw conclusion and make predictions consistent with findings.
Justify the formula using logical arguments
5-6 The student is able to
Understand the problem select and apply a mathematical problem
solving technique with few errors.
Identify variables and describe the pattern between them with
few errors.
Workout general formula for the pattern observed between the
variables with few errors.
Draw conclusion and make predictions consistent with findings
with few errors.
Justify the formula using logical arguments with few errors
7-8 The student is able to
Understand the problem completely, select and apply a suitable
mathematical problem solving technique.
Identify the variables and describe completely the patterns
between them.
Workout a complete general formula for the pattern observed
between the variables.
Draw a conclusion correctly and make predictions consistent with
findings.
Justify the formulas completely using logical arguments.
CRITERIA C:
COMMUNICATION IN MATHEMATICS
LEVE LEVEL DESCRIPTORS
LS
0 The student does not reach to the level described by any of the
descriptors below.
1-2 The student only attempts to
Use mathematical symbols, notations, terminology in
explanations.
Use formulas, diagrams, tables and graphs for representation to
communicate his /her understanding of the problem.
Present the report of investigation in a coherent manner by
logically explaining and reasoning the calculations and findings.
3-4 The student is partially able to
Use mathematical symbols, notations, terminology in
explanations.
Use formulas, diagrams, tables and graphs for representation to
communicate his /her understanding of the problem.
Present the report of investigation in a coherent manner by
logically explaining and reasoning the calculations and findings.
5-6 The student correctly
Uses mathematical symbols, notations, terminology in
explanations.
Uses formulas, diagrams, tables and graphs for representation
to communicate his /her understanding of the problem.
Presents the report of investigation in a coherent manner by
logically explaining and reasoning the calculations and findings.
CRITERIA D: REFLECTION IN MATHEMATICS
LEVELS LEVEL DESCRIPTORS
0 The student does not reach to the level described by any of the
descriptors below.
1-2 The student is only attempts to able to
Explain why the results are correct and make sense in context to
the problem.
Explain the importance of their findings.
State and justify the degree of accuracy of their results where
appropriate.
Suggests improvement to the methods wherever applicable.
3-4 The student is partially able to
Explain why the results are correct and make sense in context to
the problem.
Explain the importance of their findings.
State and justify the degree of accuracy of their results where
appropriate.
Suggests improvement to the methods wherever applicable.
5-6 The student is correctly able to
Explain why the results are correct and make sense in context to
the problem.
Explain the importance of their findings.
State and justify the degree of accuracy of their results where
appropriate.
Suggests improvement to the methods wherever applicable.
