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Licensed Practical Nurse

Licensed Practical Nurse. Math Module. Providing nutritional information.

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Licensed Practical Nurse

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  1. Licensed Practical Nurse Math Module

  2. Providing nutritional information Martin Brown is a licensed practical nurse. He is an outpatient licensed practical nurse, which means he goes to see people in their homes. Today Martin’s first home visit is with Elisa Morales. Elisa has just learned at a recent doctor’s visit that she is at risk of developing hypertension (high blood pressure). Elisa says she needs help planning healthy meals. Martin’s job today is to help Elisa plan healthy meals, so she can avoid getting hypertension.

  3. Focus The focus of this math strand is for you to explore and explain how to use the food pyramid and recommended daily allowances as essential tools to maintain a healthy diet. In this math strand, you’ll be learning and/or reviewing the following math skills: 1) Read and interpret tables, charts, and diagrams 2) Convert measurements3) Compare and organize quantities4) Identify fraction(s)5) Multiply Fractions6) Addition7) Subtraction8) Multiplication9) Division10) Communicate your given answer 11) Find and percentage(s)12) Mental math

  4. TASK 1: Listening and Looking for Key Information Listen and pay close attention to the details in the discussion between Martin and Elisa. After their discussion about diet and exercise, you’ll have questions to answer. Elisa: Hello, Martin! Thanks for meeting with me. Martin: Thank you, Elisa. I’d like to start by asking you what goals you have for becoming healthier. Elisa: I’d like to eat better and exercise more. Martin: That’s great! I want to discuss diet and exercise, too. Typically, a healthy diet has 2000 calories per the RDA.

  5. Narrative Elisa: Yikes! 2000 calories! I don’t think I eat that much! What is R . . .D . . . A . . .? Martin: RDA stands for the Recommended Daily Allowances, which are the amounts of food and nutrients a person should have daily for a healthy diet. These allowances are set by nutritional experts based on a 2000 calorie intake per day. You balance your caloric intake with food choices across the different food groups. We will look at the food groups and RDA today, but you may want to go online to www.mypyramid.gov to find out more. Elisa: So do I take vitamins, too?Martin: Yes, a balanced diet includes basic nutritional vitamins and minerals some of which will come from the food you eat. A low sugar multivitamin is recommended by your doctor. Now, let’s explore this information about the major food groups.

  6. Questions A: Use the discussion to answer these questions. 1) What does the abbreviation RDA mean? Click Here a) Recommended Daily Allowanceb) Recommended Daily Averagesc) Required Daily Allowanced) Reducing Daily Appetite 2) Focus on the questions Elisa asked, what is she thinking about changing to improve her health? Click Here a) Her diet and taking vitaminsb) Her diet and exercisec) Her diet, exercise, and taking vitaminsd) Her diet, exercise, and the RDA a c

  7. Questions A: Use the discussion to answer these questions. 3) Martin said that the RDA is based on a certain number of calories each day. What is the number of daily calories used by the RDA? Click Here a) 2500 caloriesb) 2000 caloriesc) 1800 caloriesd) 1500 calories b

  8. Food Groups Martin said Elisa needs to eat from four different food groups to be healthy. (The table that follows puts two food groups, meat and dairy, into the same group. Thus, the table shows three basic food groups. B: Look at the table on the next screen and answer the questions that follow. The chart below only shows three groups and/or five categories, so this seems inconsistent.

  9. Table

  10. Questions 1) Match the food type to the food group section on the table. Food TypeFood Sections on the Table Grains Section A Section B Section C Vegetables Section A Section B Section C Fruits Section A Section B Section C Milk Section A Section B Section C Meat and Beans Section A Section B Section C Click Here Grains c; Vegetables a; Fruits a; Milk b; Meat and Beans b

  11. Questions 2) Look at the footnotes in the table. What does the abbreviation “oz.” mean? Click Here 3) A fraction is one way we show part of a whole. Under grains the word “half” is used. What does “half” look like? Click Here Part = Whole =         4) Some amounts in the table are in cups and some are in ounces. The table shows that you should eat 2 cups of fruit per day. How many ounces of fruit is that? Click Here ounce 1/2 16 ounces

  12. TASK 2: Measurement Conversions Measurement conversion is the process of changing a certain unit amount like cups into a different but equivalent (same) amount like ounces. Can you convert one unit to another? This is an essential math skill we use often at home, work, and school. For example, Elisa needs to convert units of measurement, like cups to ounces, so she can compare her food intake to the RDA of each food group. The food groups table shows that she should eat six ounces of grains daily. Elisa might need to convert cups to ounces to figure how much grain she can eat.

  13. Think About It! 1) What are two other words that mean equivalent?Click Here 2) What could happen if you don’t measure out all your ingredients in a food recipe and you just measure by guessing? Click Here Answers will vary. Possible answers are “like”, “equal”, “similar” The food might turn out alright, or it could cook incorrectly, taste awful or be unpleasant.

  14. To Multiply Fractions by Fractions People often have to multiply fractions (like 3/4 x 1/2) when converting units of measure like cups to ounces or ounces to cups. For example, Elisa has ¾ of a cup of milk. She wants to use half of the milk in her coffee and half of the milk in her cereal. How much of the milk should she pour in her coffee and how much should go in her cereal? To figure out what ½ of ¾ is Elisa sets up this equation: This means that Elisa can pour 3/8 of a cup of milk in her coffee and the same amount in her cereal. (By the way, 3/8 cup of milk is the same as 3 ounces of milk because there are 8 ounces in a cup.)

  15. Steps Let’s look at how to multiply fractions step by step. 1) Multiply the numerators (top number) of the fractions. 2) Multiply the denominators (bottom number) of the fractions. 3) Place the product of the numerators over the product of the denominators. Reduce your answer to lowest terms if necessary.

  16. Steps Remember fractions must be in lowest terms to make them easy to understand. To reduce fractions, you find a factor (a number) that divides into both the top number and bottom number evenly. Then you divide both the top number and bottom number by that factor. For example, 3/15 reduces by 3, so 3 is a factor of both the top and bottom numbers:

  17. Practice A: Reduce these fractions. 1) = Click Here 2) = Click Here 3) = Click Here 4) = Click Here 5) = Click Here 2/3 1/2 1/3 4/5 3/5

  18. Practice A: Reduce these fractions. 6) = Click Here 7) = Click Here 1/4 5/6 For more practice reducing fractions, click here.

  19. Multiplying Fractions Martin must teach Elisa how to convert one unit of measurement to another, such as cups to ounces. He needs to show her how to do such conversions, so she can stay within the RDA (recommended daily allowance) guidelines. For example, Elisa may want half of a cup of oatmeal for breakfast. She needs to know that ½ cup of oatmeal is four ounces(4oz.) To solve this problem Elisa must multiply eight ounces (8 oz.) by a half (x ½= 4oz). Then she knows she has two more ounces (2oz.)of grains to consume later in the day to meet the six ounces (+ 4oz. = 6 oz) of grains in the RDA on the food pyramid. Elisa may need to practice multiplying fractions. Look at some more examples of multiplying a fraction and a fraction.

  20. Multiplying Fractions

  21. Practice B: Multiply these fractions. Remember to reduce your answers. 1) x = Click Here 2) Click Here 3) x = Click Here 4) x = Click Here 5) x = Click Here 6) x = Click Here 1/2 1/16 1/6 2/5 5/12 3/10

  22. Multiplying Fractions C: Elisa will at times use fractions to help her measure the foods she eats from the food groups. Multiply these fractions to help her figure out portion sizes. 1) Elisa uses ½ of her ½ pound bag of brown rice. How many pounds of rice did she use? Click Here 2) It is recommended that Elisa drink at least ¾ gallon of water each day. She plans to drink 1/3 of the ¾ gallon of water with each meal. How much water will Elisa have at a minimum with each meal?Click Here 1/4 pound ( ½ x ½ = 1 / 4) 3/4 x 1/3 = 1/4 gallon (3/4 x 1/3=3/12=1/4)

  23. Multiplying Fractions 3) Elisa wants to cook an applesauce sponge cake, but she only wants to cook 1/2 of the recipe. If the recipe requires 2/3 cup of apple sauce, how much apple sauce will Elisa put in her cake mix? Click Here 4) At a dinner party, Elisa’s guests ate 3/4 of a 3/4 gallon of fruit cocktail. How much fruit cocktail did her guests eat? Click Here 1/3 cup 9/16 of a gallon For more practice multiplying fractions, click here.

  24. Multiplying with Mixed Numbers Sometimes Elisa needs to multiply fractions with a whole number or mixed number. For instance, she may buy two pounds of ground turkey meat and use only ½ of it. She might want to know how many pounds she used. As another example, Elisa may need to know how many total cups of beans she used if she cooked 3 ½ cups but her family ate only ¾ of that amount. In these situations, Elisa needs to multiply a fraction by either a whole number or a mixed number. If there is a whole number or mixed number, first make the whole number or mixed number into an improper fraction. An improper fraction has a number on top that is the same or larger than one on the bottom. (The numerator is bigger than the denominator.)

  25. Multiplying with Mixed Numbers Placing a one under any whole number makes it improper. For example, the whole number 2 becomes the improper fraction . With mixed numbers,  take the denominator (bottom number) and multiply it by the whole number. Then take that product and add it to the numerator (top number). Look at this example with the mixed number 3 ¼. Take (4 x 3) + 1 to get 13, then place the 13 over 4 to get the improper fraction 12+ 1 1 13 3 + = 4 4 x 12

  26. Practice F: Make the whole number and mixed numbers improper. 1) 4 = Click Here 5) 1 ⅜ = Click Here 2) 6 = Click Here 6) 2 ⅜ = Click Here 3) 2 ½= Click Here 7) 4 ¼ = Click Here 4) 3 = Click Here 8) 8 = Click Here 4/1 11/8 6/1 19/8 5/2 17/4 3/1 8/1 For more practice converting mixed numbers to improper fractions, click here.

  27. Multiplying with Mixed Numbers Recall that the final step in multiplying fractions is to reduce your final answer. This rule is the same for multiplying fractions with whole numbers or mixed numbers. If you have an answer that is improper, you must reduce or simplify the answer. For example, let’s say Elisa makes 2 small casseroles and ¾ of each casserole is left over. How much casserole does she have left in total? To solve this problem first multiply ¾ by 2. You get ¾ x 2/1 and end up with the improper fraction 6/4. You must simplify and reduce 6/4 and make it to a mixed number.

  28. Multiplying with Mixed Numbers To reduce an improper fraction, divide the denominator (the 4) into the numerator (the 6) and you’ll get a 1. Then, as you see, you’ll have a 2 left over. That 2 goes above the 4. Your answer looks like it is 1 2/4, but the 2/4 can be reduced to 1 ½, which is your final answer. 6/4 The answer is 1 ½.

  29. Practice D: Simplify these Fractions. 1) = Click Here 5. = Click Here 2) = Click Here 6. = Click Here 3) = Click Here 7. = Click Here 4) = Click Here 8. = Click Here 1 1/5 3 1 1/2 3 1/2 2 1/2 5 1 2/3 1 1/3

  30. Review Now that you’ve reviewed how to write improper fractions and reduce fractions, you can do all the steps for multiplying fractions. Then, you can help Elisa solve a few real life situations with fractions. Let’s look at some more fraction multiplication examples with whole numbers and mixed numbers.

  31. Review Remember, follow these steps to multiply fractions: 1) Change all whole numbers and mixed numbers to improper fractions. 2) Multiply the numerators (top number) of the fractions. 3) Multiply the denominators (bottom number) of the fractions. 4) Place the product of the numerators over the product of the denominators. 5) Reduce the fraction if possible. Now let’s look at some more fraction multiplication examples with whole numbers and mixed numbers.

  32. Review

  33. Practice E: Multiply these fractions. 1) 12 x 1/3 = Click Here 2) 1/3 x 5 = Click Here 3) ¾ x 1 ½ = Click Here 4) 1 ¼ x 8 = Click Here 5) 2 ½ x 6 = Click Here 6) ½ x 12 = Click Here 4 1 2/3 1 1/8 10 15 6

  34. Practice F: Help Elisa solve some real life fraction problems starting with the examples discussed earlier. 1) Elisa buys two pounds of ground turkey meat and plans to use only ½ of it. How many pounds of ground turkey will she use?  Click Here 2) There are 8 ounces in a cup. Elisa has 3 ¼ cups of rice. 3 ¼ cups is how many ounces? Click Here 3) Elisa buys 3 steaks that weigh 6 ½ ounces each. How much steak does Elisa buy? Click Here 4) A box of oatmeal has a serving size of ¾ cup. If there are 16 servings in the box, how much total oatmeal is in the box? Click Here 1 pound 26 ounces 19 ½ ounces 12 cups

  35. Task 3: Measurements Conversion in Cooking People with potential high blood pressure like Elisa need to learn how to balance and measure portions of food. Elisa must convert food to equivalent (equal) units of measure to stay within her recommended diet limits. For example, Elisa should have no more than 5 ½ ounces (this is the same as 5.5 oz) of beans each day. Elisa would need to measure her beans with a household cup, so she needs to convert 5 ½ ounces to cups. To help Elisa, you need to study the information on the measurement chart, on the next screen, to find measures equal to each other. Please notice that the larger units are on the left and the smaller units on the right. Each measure has its abbreviation in parentheses.

  36. Chart

  37. Measurement Conversion Recall that the larger units are on the left and the smaller units on the right. For example, 1 tablespoon equals 3 teaspoons. So, a tablespoon is larger than a teaspoon. Let’s look at how to convert one unit of measure to another equivalent (equal) unit. To go from a smaller unit to larger unit divide however many larger units into however many smaller units. For example, six teaspoons are equal to how many tablespoons?6 teaspoons = ____?____ tablespoons

  38. Measurement Conversion To figure out the answer remember that there are 3 teaspoons in one tablespoon. You want to find out how many tablespoons are in 6 teaspoons, so you divide 3 tablespoons into 6 teaspoons. You’ll see that the answer is 2 tablespoons.

  39. Measurement Conversion • To go from a larger unit to smaller units, you have to follow two steps. • 1) First, figure out how many smaller units are in a larger unit. • Multiply the answer you get in step by the number of larger units. For example, 1 ½ pints are equal to how many cups? 1 ½ pints = ___________cups?

  40. Measurement Conversion 1) Remember, there are 2 cups in a pint. 2) You want 1 ½ pints, so multiply 1 ½ pints by 2 cups. You can see the answer is 3 cups

  41. Practice A: Find the equal measure. 1) ½ cup = oz. Click Here 2) 6 ounces = cups Click Here 3) 3 tbsp. = tsp. Click Here 4) 4 quarts =pints Click Here 5) 3 gallons = quarts Click Here 6) 2 ½ pints = cups Click Here 4 ounces ¾ cups 9 tsp 8 pints 12 quarts 5 cups

  42. Practice B: Find the equal measure. 1) Elisa must measure two tablespoons of ground yellow curry for her chicken stew, but she only has a teaspoon available to measure with. How many teaspoons of curry should she use to equal two tablespoons? Click Here 2) There are 6 cups of pasta sauce in a large pot. How many 1-pint jars can be filled with the pasta sauce? Click Here 3) Elisa is making fish pot pies for dinner. She has 12 ounces of cubed fish. How many cups of fish does she have? Click Here 4) Elisa bought 5 gallons of water. Each gallon was bottled in pints. How many pints of water did she buy? Click Here 6 teaspoons 3 jars 1 ½ cups 40 pints For more practice with measurement conversion, click here.

  43. TASK 4: Finding Facts and Figures from Charts and Tables Remember that Elisa needs to improve her diet. She has been learning about the different food groups and how to measure fractional portions. Now Martin must help Elisa read, interpret, and use the information from the food group chart (on the next screen) as a guide for planning her meals. You have seen this information before. Now you will need to apply your basic math skills to questions about the food groups presented in these charts and tables. Analyzing information on tables, charts, and graphs is an important skill for work and life.

  44. Chart

  45. Practice A: This table has basic information about the food groups. Help Elisa use this table by answering the following questions. 1) From which food group categories should you consume the most daily amount of food? Click Herea) Grains and Vegetablesb) Fruits and Vegetablesc) Meat and beans and Milkd) Milk and Grains 2) What amount of grains can Elisa eat per the recommendations in the chart? Click Herea) less than 2 ounces b) 2.5 ounces c) at least 3 ounces d) 6 ounces b d

  46. Practice 3) What is the minimum daily amount of whole grains Elisa should eat? Click Herea) less than 2 ounces b) 2.5 ounces c) at least 3 ounces d) 6 ounces 4) Elisa thinks she eats 1800 calories per day. What fraction of the Recommended Daily Allowance calorie intake (2000 calories) does Elisa eat if she only eats 1800 calories per day? Remember fractions must be reduced. Click Herea) 1/10 b) 1/2 c) 3/4 d) 9/10 c d

  47. Practice 5) If a serving size is ½ cup how many recommended servings of fruits should Elisa have each day? Click Herea) more than 7 servings ncesb) 6 ½ servings c) 6 servings d) 4 servings 6) The table shows that Elisa should eat 2 ½ cups of vegetables per day. How many ounces is that? Click Herea) 24 b) 20 c) 18d) 26 d b

  48. Oil and Fats Oils and fats were not represented on the previous charts, but they are the sixth food group. Oils enter the diet mainly through cooking products. Fats are present in foods like fish, nuts, and some solid forms like butter. The recommended guidelines for fats and oils are above. Besides oils, fats, and sodium, what other item must be limited in the diet? Click Here sugar

  49. Oil and Fats Elisa needs to start limiting her fat intake and increasing more nutritious foods in her diet. The nutritional facts for oils and fats are given in grams or percentages. A gram is the standard unit of weight in the metric system and is about 9 calories. A calorie is a unit of energy in food. Most experts suggest limiting fat intake to no more than 30% of your daily calories.

  50. Oil and Fats What does 30% mean? A percent is a special fraction. Recall that a fraction is part of a whole. In a percent, the whole is 100, so a percent is part of 100. Therefore, 30% means 30/100. No more than 30 out of each 100 calories you eat should be fat. Fraction Percent Part Part 30 = 100 Whole 100

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