Good Nutrition
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Nutrition Labels
(Teacher Copy)
Activity 1: Reading Nutrition Labels
 transparency of Activity 1 Reference Sheet
 calculators [optional]
 nutrition fact labels from various food products
Students will learn to read and interpret nutrition fact labels ("food labels") from food products, a task that involves the
use of various mathematics skills (e.g., number concepts and number sense). Use with Activity 1
Reference Sheet.
 To stimulate thinking about good nutrition and to spark interest in understanding and monitoring one's own eating habits.
 To read and interpret nutrition fact labels ("food labels") on food packages.
Introduction
Ask students how healthful they think their diet is, and why. In what ways do they monitor their eating habits, if any?
What might they do to improve these? Why is a good diet important? (Address this not only in terms of its effects
upon longevity and prevention of poor health in later life, but also in terms of its impact upon the quality of daily life at
all ages by way of energy level, self concept, etc.) Tell students that they will be using mathematicsworking with
graphing, percents, and formulas/equationsto help them learn how to maintain a better diet. They will focus mainly on
the macronutrients of fat, carbohydrates, and protein. These nutrients have the prefix "macro" ("large") because
they are the only three nutrients that we need in relatively large amounts and which, almost exclusively, provide the
energy we need.
Make a transparency of Activity 1 Reference Sheet, and project it for students to see:
Girl Scout Cookies
Thin Mints
Ask students:
 What can you tell me about this food label?
 About how many cookies are in one box of Thin Mints? (about 36) How do you know? (serving size of 4 cookies times about 9 servings per container)
 How many grams of fat are in 2 cookies? (4.5g, because two cookies are half of the serving size for which the values are listed) 6 cookies? (13.5, or 1.5 times the serving size)
You might want to limit and keep simple any discussion of percent in the following questions, because the
topic will be explored in some detail in Activity 3.
 What percent of one cookie's calories comes from fat? (50%20 of 40 calories) What fractional
part is that? (1/2) Do you know what percent of your daily calories is recommended as the maximum
amount of fat intake? (30%)
Allow students to use paper/pencil or calculators, as needed, in answering some of the following questions.
Give them sufficient time to think through and explore various concepts before arriving at answers, and ask
students to support their responses by explaining their reasoning before classmates indicate whether or not
they agree with answers given.
 What do you think the 13% at the end of the total fat row means? (For people who consume a fairly
average amount of calories2000 dailyit represents the percent of the recommended daily maximum intake
of calories from fat that one serving size (four cookies) comprises. In other words, after four cookies are
eaten13% of the recommended daily maximum of calories from fata person on a 2000calorie diet has 87% of
her/his daily "fat calories" left to "spend." Do not dwell too long on this conceptit will be returned to in more
detail in Activity 3.) Since 100% represents the "whole," or total amount of fat
a person takes in each day, the serving size of four cookies makes up about what fraction of the total
amount of fat allowed in one day for a more healthful diet? (a little more than 1/8^{*}
) Explain how you know this. (100% divided by 13%recommended daily maximum divided
by one servingis about 8; or, 13 out of 100, represented by the fraction 13/100, is a little more than 1/8) How
many cookies would you have to eat to reach the maximum recommended fat allowance (assuming you're
on a 2000calorie diet)? (about 31^{*}) Explain. (8 times
the serving size of four cookies is 32, but since one serving size is a little more than 1/8 of the day's fat
allowance, 31 cookies is more accurate.^{*})
^{*}Note that, because of rounding error stemming
from values listed on the food labels, different answers can be obtained. If a student answered the
questions based on the facts that the total fat for one serving is 9 grams and the total fat intake for a
day (2000calorie diet) should be 65 grams or less (see lower part of label), the answers change to one
serving size being a little less than 1/7 of the total daily fat and the number of cookies consumed in
reaching the daily fat maximum would be about 29.
 The percent daily values are based on a diet of how many calories? (2000)
Where do you find this information? (table near the bottom) If the number of recommended
calories for your diet is 2200, do you think you could eat more grams of fat than the 65g recommended
for the 2000 calorie diet and still have a healthful diet? (Yes, 30% of 2200 calories is about 73 grams
of fat. Students will learn later how to determine such values in Activity 3.)
Student Activity
Give each pair of students a nutrition facts label (or a photocopied label) from a food productpreferably different labels to different pairs. Have each pair work together to create a set of questions similar to those discussed as a class for the Thin Mints. (You might want to designate a range, e.g., 510 questions, the specific number depending on the complexity of the questions and the number of subquestions within each.) When finished, each pair should exchange their label and questions with another (designated) pair. Each pair
should work togetherpreferably using a calculatorto answer the other
pair's questions on paper. The pairs should then exchange the label/
questions/answers for the original pair to assess the other's work, afterwards returning the work to the pair who completed it and discussing errors/disagreements as needed.
Tell students that they should be prepared to discuss afterwards difficulties encountered while doing the activity, confusion experienced, interesting findings, and so forth. Students might be asked to write some of these on paper while they are waiting for their designated exchange pair to complete work and/or after they finish the activity.
Closing Discussion
Conduct an openended class discussion about the previous activity. Have students share some questions
they asked or were asked that differed from the type asked in the class discussion that preceded the activity.
You might want to examine the methods used (and others that could have been used) to answer particular
questions. Also address such items as:
 difficulties encountered
 areas of confusion
 interesting findings
© Copyright
Area 10 Mathematics and Technology Professional Development Center
Permission is granted to duplicate these materials for classroom use.
Last updated on 1/30/1999
Comments: egalindo@indiana.edu
http://www.indiana.edu/~atmat/units/nutrition/nutr_t1.htm
