If a 20 ounce bottle has 2. You can multiply calories by 2. You multiplied the amount of calories in 1 serving times the total number of servings in the bottle.
Calculating Carbs Question : A bagel has 60 grams of carbohydrate. An average slice of bread contains 15 grams of carb. You have diabetes and need to count carbs. How much of the bagel can you eat to equal 2 slices of bread? Answer : Half of the bagel. You may be surprised by that; most people are. But if you are watching carbs to control your blood sugar it is an important to be able to estimate the carbs found in foods. Solving for Sodium Question : You have high blood pressure and need to limit sodium to less than 2, milligrams a day.
A can of soup has milligrams of sodium in a serving. The catch—one serving equals 1 cup and you usually eat the whole can, which has 2 cups. How much sodium is in the can of soup? And how much sodium do you have left to eat for the rest of the day? Answer : The can of soup equals 2 servings. To figure out how much sodium is left for the rest of the day, subtracted from equals milligrams of sodium remaining. By making the decision to have the can of soup you have used up almost two-thirds of your sodium for the day.
Knowing this might guide you to select a different option for lunch. Or, if you eat the soup, you know you need to select lower sodium foods at dinner. Calculating Cholesterol Question : You are watching your cholesterol and the doctor told you to eat milligrams or less cholesterol per day.
You ate cereal for breakfast and a salad for lunch, both very low cholesterol choices. You have milligrams of cholesterol left for your steak. If steak averages 75 milligrams in three ounces, how large a steak can you eat for dinner? A recent paper explored teaching practices related to the integration of nutrition and mathematical concepts among Australian primary school teachers.
Although teachers reported using nutrition-related examples for their mathematics teaching, the integration of nutrition and mathematics could be substantially improved [ 55 ]. To the best of our knowledge, no previous interventions have reported the impact of a classroom-based nutrition education program focussing on portion size estimation nor the integration with mathematics in schools. A newly developed teaching unit incorporates the factors discussed above to maximize its effectiveness in relation to educational outcomes and to optimize implementation in the classroom.
This cluster randomised controlled trial RCT will investigate the efficacy of a teaching unit integrating nutrition and mathematics in primary school children CUPS: Cross-curricular Unit on Portion Size. It is hypothesized that the CUPS intervention group will show improvements in all outcome measures in comparison to the control group. Twelve schools from the Catholic Diocese of Newcastle-Maitland will be recruited to participate. All 44 Catholic primary schools within the Newcastle-Maitland region will be contacted to invite them into the study.
If greater than twelve schools respond to participate, schools will be randomly selected. Principals, teachers, parents and students will need to provide their written informed consent. An email will be sent to the school principals containing Information Statements and Consent Forms. Principals will be followed up by either a reminder email or phone call. To avoid teachers feeling pressured to participate, schools will be asked to send the information through email listings via an administrative staff member.
A member of the research team will contact the teachers to organise a school visit and provide students with information about the study.
Class groups in which the teacher has already taught all nutrition and volume capacity content covered in the planned intervention will be excluded. All students of consenting teachers will participate in the CUPS program as part of their normal classroom activities.
However, only data from students who return their consent letters will be used in analyses. Enrolment of the teachers and their students will be performed by a member of the research team. Figure 1 summarises the participant recruitment and group allocation flowchart. CUPS intervention design including recruitment, group allocation, intervention outline and measurements.
After baseline measurements, schools will be randomly allocated to either the intervention or wait-list control groups. Participating schools will be matched based on size and socio-economic demographics using the index of community socio-educational advantage ICSEA. This index produces scores that take into account family background information provided by the families to the schools and includes parental occupation and non- school education levels achieved.
An independent researcher who is not involved in the CUPS program will use a simple computerised sequence generation to perform the randomisation of the matched schools. Following the randomisation of the schools, a member of the research team will assign the participating schools to either the intervention or the control condition. Assumptions are based on clustering at the school level one class recruited per school, with 25 students per class , and an ICC of 0.
The CUPS intervention will involve the implementation of an integrated teaching unit on nutrition and mathematics. Moreover, the trial will include a three-hour professional development workshop for all teachers and the provision of resources and materials for the schools to keep.
Teachers in the intervention group will be invited to attend the professional development workshop at the University of Newcastle, which will be delivered by researchers from the research team. The research team consists of professionals in the field of Education, Nutrition and Teaching. The aim of the workshop is to provide the teachers with the fundamental skills to prepare, plan and implement the CUPS lessons. The workshop will include a rationale for the integration of nutrition into the curriculum, information on the Australian Guide to Healthy Eating AGHE [ 62 ], introduction to the teaching unit and support with implementation.
The AGHE provides evidence-based recommendations about the type of foods and serve sizes individuals should eat for health and overall wellbeing [ 62 ]. Attendees will be provided with demonstrations, resources and the latest information to engage students with mathematical and nutrition concepts particularly on volume and capacity, and portion size estimation.
They will be introduced to an integrated unit that involves the use of hands-on tools such as mathematics linking cubes and food models. We will discuss the relevance and need for this integrated and experiential approach to learning in primary schools.
The AGHE will be used to make teachers familiar with content on healthy eating and portion size estimation. In this workshop, the majority of time will be spent on learning how to integrate the knowledge and skills into the Stage 2 Mathematics curriculum.
Following the completion of the professional development workshop, classes in the intervention group will be given a CUPS school pack containing all information and equipment needed to implement the program. The resources will include food models, mathematics cubes, a set of measuring cups, AGHE posters and brochures, plastic containers, lesson plans, presentation slides and worksheets. The CUPS lessons will specifically focus on learning appropriate portion sizes for each food group and the mathematical concept of volume and capacity.
For example, students will learn how to convert volume from the number of mathematics cubes to measuring cups and vice versa. Using learning outcomes from both Mathematics [ 59 ] and Personal Development, Health and Physical Education PDHPE syllabus [ 63 ] will enable students to participate in a range of integrated activities. Experienced primary school teachers and researchers in the field of Nutrition and Education developed the lessons involved in this intervention. This progressive integration of mathematics concepts ensures that the students will become familiar with both subjects in a stepwise manner without being overwhelmed with new information.
The first lesson introduces the students to the AGHE including food groups, number of serves per food group and examples of such serve sizes. The students will familiarise themselves with the use of mathematics cubes to estimate portion or serve sizes.
In the second lesson, students move from digital examples to visual and hands-on tools such as mathematics linking cubes, measuring cups and food models to identify serve sizes.
This lesson requires the use of this brochure for the children to compare, estimate and measure serve sizes based on their own gender and age. A third lesson will involve the comparison of nutrition labels and sugar content of multiple food items. This lesson supports the learning of what information can be found on a nutrition label and how this helps making informed decisions about the healthiness of each food item. In particular, students will identify, estimate and compare the volume of sugar expressed as cubes for the food products.
The following lesson builds on the concepts learned in the second lesson in a way that it asks to compare, estimate and measure serve sizes using formal units. Instead of expressing serve or portion sizes in cubes, students will be taught how to convert cubes to cups, cubic centimetres and millilitres.
Creating a healthy lunchbox will challenge the student to combine all knowledge and skills gained throughout the previous lessons in regards to food groups, estimating and measuring serve sizes, healthy vs unhealthy foods, and volume and capacity. Additional file 2 summarises the topics and learning outcomes covered by the lessons. Based on their usual teaching structure, teachers in the intervention group will be asked to plan when they will use the resource material during their classes.
The classroom teacher will provide the lessons to the students during regular teaching time at the primary schools. This ensures that the program will be delivered in a similar way to how it would be delivered outside of the study setting thereby increasing the likelihood of the findings representing a true effect. Classes allocated to the usual teaching group wait-list control will not receive the CUPS program during the study period. Teachers in this wait-list control group will be asked to continue their usual mathematics lessons on volume and capacity.
Similarly to the intervention group, teachers in this group will be asked to inform the research team of their plans for teaching volume and capacity and requested not to teach any nutrition-related content. Group comparisons will therefore provide information on the effect of the nutrition integration. A variety of both student and teacher related outcome variables will be collected to evaluate the CUPS program effectiveness. Student outcomes include measuring portion size estimation skills, nutrition knowledge, attitudes towards mathematics and their perceptions regarding the CUPS program.
In addition, teachers will participate in teaching quality assessments and a semi-structured interview. All activities and assessments will be conducted in a sensitive manner by the research team and trained research assistants. All researchers will receive elaborate instructions prior to assessments to maintain consistency. All schools will be assessed within 1 week after concepts being taught follow-up 1. Mathematics cubes will be used by the children to measure food volume of a set of food models [ 64 ].
Researchers will briefly explain the task to the children after which they are asked to perform this themselves. Students will have to compare the volume of both cubes and food models to estimate the number of cubes that correspond with the portion size. The correct food volume expressed as number of cubes will be compared with student answers to determine their ability to estimate portion sizes as percentage deviance from the actual.
Children will also be asked to report the food volume using other units of measurement e. This outcome variable will be taken at all three school visits baseline, follow-up 1 and follow-up 2. This survey is an adapted version of a Belgian nutrition knowledge survey developed by Vereecken et al. The adaptations include translation into English language and alignment with the Australian dietary guidelines, recommendations and Australian food culture [ 67 ].
Common Belgian foods and drinks were replaced by similar products that Australian children are more familiar with based on the Australian Nutrition Survey — [ 68 ]. Furthermore, questions about recommended daily serves and food group categorisations were modified to correspond with the AGHE guidelines [ 62 ]. The CNK-AU consists of 45 multiple-choice questions, 5 multiple answer questions, 4 dichotomous questions and 3 matrix question. Children will earn one point for each correctly answered multiple choice or dichotomous question, each row within a matrix question is worth one point, and each correctly chosen option for multiple answers questions will be scored as one point.
With a total of 82 items, the highest possible score that can be earned is 98 points. Data on this outcome will be collected at all three school visits and will be analysed using overall point scores calculated from each correct answer. Alongside the nutrition knowledge survey, data on demographics i.
This scale has 10 statements on different aspects of mathematics attitudes e. Students will rate their agreement for each statement on a five-point Likert scale ranging from strongly agree to strongly disagree Table 1.
Students will complete this scale at baseline, follow-up 1 and follow-up 2. The research team will evaluate the teaching quality of multiple sessions scheduled during the program delivery. In both intervention and control groups, teaching quality related to lessons on volume and capacity will be coded using the Quality Teaching Lesson Observation Scales [ 70 ]. These scales are used to evaluate teaching behaviour divided into three dimensions: intellectual quality, quality learning environment and significance of learning.
These three dimensions are further subdivided into six elements each Table 2. Each element contains a descriptive statement which has to be rated on a scale ranging from 1 to 5. The mean of the 18 elements will be used for further statistical analysis [ 70 ].
Lessons will be observed and coded by a trained member of the study team. Training sessions will ensure that assessors have experience in this type of coding of lessons. Training includes explanation of the elements, the process of lesson observations and coding, and opportunities to practice coding of several videos which have been previously rated by experts. These joint observations involve coding discussions between assessors to attain an agreed code [ 71 ].
A random sample of participating teachers will be involved in this outcome measure. The feasibility and potential of the CUPS intervention will be assessed in the process evaluation using two qualitative research methods.
Both teacher and student perspectives on the intervention program will be explored using semi-structured interviews and focus groups, respectively, conducted by members of the research team. These measures will be taken during the school follow-up visit 1.
Interviews with teachers in the intervention group will focus on the program perceptions, barriers and facilitators of the CUPS program implementation and delivery. Teachers will be asked about their experiences with the teaching unit compared to regular mathematics lessons on volume and capacity.
The interviews will be designed to gain an insight into major challenges during the implementation of the CUPS lessons, student enjoyment and learning, suggestions for improvements and to obtain feedback on the professional development workshop.
Questions from a previous study by Riley et al. Did you feel confident about teaching the CUPS program? If any, what do you think were the benefits of the CUPS program for you and your students? See Additional file 3 for all teacher interview questions. This one-hour interview session will be audio recorded and transcribed using a secure transcription service. This methodology has been used previously in a study by Riley et al.
The focus groups will be conducted by a member of the research team at the school. Similar to the teacher interview, focus groups will be audio recorded and transcribed by an independent third party. Any personal information provided by students and teachers will be confidential to the researchers.
All participants will be reminded at the beginning of the focus group to maintain the confidentiality of discussion within the setting of the group. Recordings of the interview and focus group will be transcribed by a transcription service which adheres to the Australian Privacy Principles and international equivalents and conforms with university contractor agreements. The results of the study will be published in general terms and will not allow the identification of individual students, teachers or schools.
Once the data has been collected, de-identified using participant codes and entered into an electronic data file, questionnaires and other data collection sheets will be destroyed. All databases will be secured with password-protected access systems. The electronic data and audio files will be retained for at least 5 years but no individual will be identifiable in the data files or published reports.
The nutrition knowledge survey and portion size estimation protocol can be made available upon request. This intervention is designed to obtain both qualitative and quantitative data. Descriptive statistics will be explored for all variables including mean, median, standard deviation, and percentages as data type requires. These models will assess the impact of treatment group CUPS vs control , time baseline, follow-up 1 and follow-up 2 and the group-by-time interaction as fixed effects.
Covariates in this model will include gender and year level Year 3 or Year 4. The base model will be further specified by taking clustering of students within classes into account. Qualitative data from the interviews and focus groups will be transcribed and analysed using a thematic approach. The computer program Leximancer will be used to perform qualitative analyses in a standardised general inductive manner. Leximancer uses automatic content analysis software to visually represent the main concepts from the interviews and focus groups, and to display how these concepts are related [ 73 ].
Smith and Humphreys validated Leximancer using previously published comprehensive evaluation criteria [ 74 ]. First, labels or codes derived from the qualitative data will be formulated. Subsequently, these codes will continually be revised and expanded following the coding of additional transcripts.
Arising themes will be identified and defined once all transcripts have been coded. Following the completion of the study, the school will be sent a dissemination report describing the findings of the study. Individual participant data will not be shared with anyone involved in the study or other parties. Individual participants will not be identified in any reports arising from the project. The program uses a strategy to teach children about both portion size and measurements during regular teaching time.
This teaching concept incorporating learning outcomes related to both the Mathematics and PDHPE strands has the potential to enable teachers to integrate nutrition education into the curriculum. Previous studies have indicated that teachers believe that teaching nutrition is important [ 41 ] and that schools play a key role in providing nutrition education [ 32 ]. However, research has also highlighted that one of the main barriers for implementing school-based nutrition education is lack of time [ 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 ].
As the lessons have been specifically designed to align with curricular standards from the NSW K syllabus, teachers are likely to be familiar with some of the concepts, and could justify implementing the program with minimal time lost on teaching core subjects.
If found to be effective in improving outcomes, this integrative approach may contribute to implementation of the program more broadly through the reduction of time constrains. Other commonly reported issues related to not teaching nutrition are no prior nutrition knowledge and the lack of good quality resources [ 35 , 41 ].
I tutored my fellow classmates in math all the way through college. I am quite thankful to have found Miracle Math Coaching, because now I can use my tutoring skills to uplift and help my community. Tutoring takes teamwork on the part of the tutor and the tutoree. Math is not a subject where one simply memorizes the information.
Math is important to me, because Math applies to every subject and aspect of our lives through the valuable critical thinking skills math instills in us. My goal is to help the student not only understand the problems we work on together, but to learn the importance of good study skills. If a student studies properly and prepares for the test appropriately, testing anxiety will go away. Panicking is only going to diminish your performance.
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The one amazing exception was the professor who taught Mathematics for the Elementary Classroom. The lesson of patience was the most important part of teaching credential program. Listening as students think aloud and watching as expressions shift from bafflement to comprehension and back again is best done at close range because Julie is nearsighted and hard of hearing. This careful attention slowly builds confidence in students so they can begin to answer and ask the hard questions in school and out.
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From growing up working with preschoolers at his family business, to teaching English in Nepal and lecturing on topics to undergraduate students as a Teaching Assistant, he has experienced the value of academics across the spectrum.
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