# An advert for a chicken burger has been banned after the Advertising Standards Agency decided that the actual burger was smaller than the burger shown.

## Presentation on theme: "An advert for a chicken burger has been banned after the Advertising Standards Agency decided that the actual burger was smaller than the burger shown."— Presentation transcript:

An advert for a chicken burger has been banned after the Advertising Standards Agency decided that the actual burger was smaller than the burger shown in the video.

Does this burger appear too large? How could you find out?

How big are the average-sized man’s hands? How big would this burger be in real life?

It’s in the News! Big Burger Teacher Notes

Big Burger Introduction: We might suspect that television advertising exaggerates in order to convince us that the product is bigger and better than it is in reality, but how could we prove it? A recent advertisement for a chicken burger was banned by the Advertising Standards Agency because, when they bought three of the real burgers, they found that the thickness, the quantity of additional fillings and the overall height of the product was “considerably less” than that advertised. This resource offers a context for students to explore how they might investigate a claim and model a situation using both data handling and proportional reasoning. Content objectives: This context provides the opportunity for teachers and students to explore a number of objectives. Some that may be addressed are: calculate statistics and select those most appropriate to the problem or which address the questions posed design a survey or experiment to capture the necessary data from one or more sources; design, trial and if necessary refine data collection sheets; construct tables for gathering large discrete and continuous sets of raw data, choosing suitable class intervals write about and discuss the results of a statistical enquiry using ICT as appropriate; justify the methods used interpret and use ratio in a range of contexts. Process objectives: These will depend on the amount of freedom you allow your class with the activity. It might be worth considering how you’re going to deliver the activity and highlighting the processes that this will allow on the diagram below: