To'ona'i

Activity One

This page builds on Making the Team (pages 14–15) in that students can use their mental strategies to find the cost of each item. As in the earlier task, some strategies are suggested on the page, and the students can use these or their own to work out the costs. You could ask the students to estimate the total cost before they calculate it exactly. Encourage them to make a table with the items, rates, amounts, and costs so that they can find what the total cost is.
Mika suggests one way of working out the cost for 46 people. You could ask the students to suggest additional ways. For example, they could find the cost for 2 people by dividing the cost for 8 people by 4. Finding the cost for 1 is the key to writing the rule in question 4:
total cost = number of people × $7.98.
Some students will realise that the above method of calculating requirements does not correspond closely to the realities of catering. If 1 chicken is enough for 8 people, that does not mean that 11/8 chickens can be purchased for 9 people. In practice, catering requires a lot of judgment calls. For example, can a chicken that was enough for 8 be stretched for 9, or does another need to be bought? If another is bought, several more people could then join the party without chicken being bought specifically for them. Eseta’s mother will not necessarily buy another tin of coconut cream just because another person is coming. She may decide to make do with what she has.

Activity Two

This activity requires a similar approach to Activity One. Questions 1 and 3 can be answered by multiplying by 3 and 9. In question 3, first find the amounts for 1 glass and multiply this by the number of glasses required. Discuss with the students whether 1.250 litres is a better unit than 1 250 millilitres. (This is debatable for quantities of this size.)
As a group extension activity, the students could plan the catering for a real or imagined situation. This would include costing the catering and working within a budget.

Links

This activity could form part of a unit on Celebrating Diversity.
Ask the students to compare the ways that people meet, greet, and host each other in a range of settings (for example, at home, at a local marae, at civic functions, in the community, at church, at a sports club, at school, or in a shopping mall).
Suggested achievement objectives are:
Social Studies
• how practices of cultural groups vary but reflect similar purposes (Culture and Heritage, level 3)
• why and how individuals and groups pass on and sustain their culture and heritage (Culture and Heritage, level 4)
Health and Physical Education
• participate in communal events and describe how such events enhance the well-being of the community (Healthy Communities and Environments, level 3).

Answers to Activities

Activity One
1. $63.81 (individual amounts rounded up)
2. $191.43
3. The cost for 22 people is $175.48. The total cost for 46 people would be $366.91. Answers will vary depending on the rounding method used.
4. Find the cost per person and multiply it by the number of people at the party. Number × $7.98 = total cost. (In practice, catering requirements are not worked out quite like this!)
Activity Two
1. Ingredients for 15 people would be 375 mL of orange juice, 1.5 L of water, 750 mL of mango juice, 180 mL of lemon juice, and sugar to taste.
2. Eseta would need 9 times the amount of ingredients needed for 5 people or 3 times the amount calculated for 15 people. This would be 1 125 mL or 1.125 L of orange juice, 4.5 L of water, 2 250 mL or 2.25 L of mango juice, 540 mL of lemon juice, and sugar to taste.
3. Find the amount of each ingredient required per person and multiply that amount by the number of people at the party to get the total needed:
number of people × ingredients per person = total ingredients required.