1.

- SUBJECT DATA
Name of the subject:Mathematics for Gastronomy

Career:Gastronomy

Subject key:GSC-1020

(Credits) SATCAI 2-2-4

2 PRESENTATION

Characterization of the subject.

Mathematics for gastronomy provides, to the student profile in Gastronomy, the ability to
develop logical, heuristic and algorithmic thinking when modeling phenomena of linear nature
and solving problems.

Many natural phenomena that occur in gastronomy can be approximated by simple linear
mathematical models. This subject helps us to characterize these phenomena and convert
them into models since they are easier to handle, hence the importance of studying
mathematics in the area of gastronomy.

This course provides the Gastronomy student with a tool to solve problems of ordinary life
applications and economics in this area.

It is designed for the achievement of seven specific competencies aimed at the apprehension of
the domains: financial mathematics, simple and compound interest, algebra, linear functions
and systems of linear equations.

This subject also provides mathematical tools that will be applied in other subjects of the
Gastronomy course.

Didactic intention.

The course provides the student with the essential concepts of mathematics applied to
Gastronomy. The syllabus is organized into five units.

Initially, Algebra is studied. It is proposed to start with this unit in order to use the basic
arithmetic and algebraic concepts in the following units.

The study of Mathematical Functions and Linear Equations is proposed as the second unit, and
prior to the unit on Systems of Linear Equations and their applications to gastronomy, in order
to give sufficient importance to mathematical functions and linear equations, since in several of
the problems related to costs in gastronomy it is feasible to apply Linear Algebra, in addition to
the need for the student to understand the application of linear equations.In addition, because
of the need for students to understand the application of linear equations in their area of
professional development, applications of supply and demand models are proposed in this unit.

The third unit, Systems of Linear Equations and Applications, is a fundamental part of this
course, so the proposal includes emphasis on modeling, graphical representation and problem
IAcademic credit assignment and transfer system
solving for different applications such as intersection of lines and planes, linear economic
models, among others.

The fourth unit proposes an Introduction to Financial Mathematics in basic concepts that will be
applied in ordinary life and in the gastronomic area.

The last unit, Simple and Compound Interest, provides the basic concepts and their application
as they are fundamental in professional development. They are presented in the syllabus in a
concise manner, but the essentials are understood.

The contents presented here constitute the essential basic elements.

Learning activities are proposed to allow the student to learn about the historical environment
that gives rise to the concepts of linear algebra, and from there to extend the knowledge.

The recommended learning activities are intended to serve as examples for the development of
the competencies mentioned later in this document.

3 COMPETENCIES TO BE DEVELOPED

Specific competencies Generic competencies

Solve problems of monomials and polynomials; • Process and interpret data

simultaneous equations of first degree; and of
second degree related to the field of
gastronomy.
Apply linear equations to solve application and
interpretation problems in the different areas of
management in the gastronomic area.
Solve basic problems of application and
interpretation of financial mathematics in the
areas of management. and gastronomy.
Apply the concepts of interest
and compound interest to different problems,
analyzing the results with
• Represent and interpret concepts in
different forms: numerical, geometric,
algebraic, transcendent and verbal.
• Communicate in mathematical language in
oral and written form.
• Mathematically model phenomena and
situations.
• Logical, algorithmic, heuristic, analytical
and synthetic thinking.
• Enhance skills for the use of information
technologies.
• Problem solving.
• Analyze the feasibility of the solutions.
• Decision making.
• Recognition of general and integrating
concepts or principles.
• Establish generalizations.
• Argue with forcefulness and precision.
changes in the different variables involved in
obtaining them. Instrumental competencies

• Capacity for analysis and synthesis.

• Ability to organize and plan.
• Oral and written communication.
• Basic computer skills.
• Ability to search for and analyze
information from diverse sources.
• Troubleshooting.
• Decision making.

Interpersonal skills

• Critical and self-critical capacity.

• Teamwork.

Systemic competencies
• Ability to apply knowledge in practice.
• Research skills.
• Ability to learn.
• Ability to generate new ideas.
• Ability to work autonomously.
• Pursuit of achievement.
4.- HISTORY OF THE PROGRAM
Place and date of Observations (changes and
preparation or revision Participants justification)
Institute Technological Representatives from
Superior Institute of Bahía de Curricular Design Meeting of the
of Puerto Vallarta, Jalisco. Banderas, Valle de Bravo, Gastronomy course of the
August 10-14, 2009. Puerto Vallarta. National System of
Higher Education
Technological.
Technological Institute of Representatives from
Mazatlan, Sinaloa. Institute of Valle de Bravo, Curricular Design Meeting of the
November 23 to 27, 2009. Puerto Vallarta. Gastronomy course of the
National System of
Higher Education
Technological.
Technological Institute of Representatives from
Villahermosa, Tabasco. Valle de Bravo Institute,
May 24 to 28, 2010. Puerto Vallarta Curricular Design Meeting of the
Gastronomy course of the
National System of
Higher Technological Education.
Institute Technological Representatives from Analysis and enrichment of the
Port Superior Institute Technological proposed program of study, during
Vallarta. June 2010 Superior of Puerto Vallarta. the National Curricular Design
Meeting of the Gastronomy
program.

5 GENERAL OBJECTIVE(S) OF THE COURSE (specific competencies to be developed

in the course)

Apply the concepts of mathematics to solve application problems in the different areas of
gastronomy using models for decision making in the different areas.

6 PREVIOUS COMPETENCES

• Elementary Algebra
• Arithmetic operations
• Linear equations
• Operations with fractional numbers
• Handle the concept of real numbers and their graphical representation.
• Use basic software.
7.- AGENDA
Unit Topics Subtopics
1.1 Basic concepts.
1 Algebra 1.2 Algebraic operations
1.2.1 Addition, subtraction, multiplication and
division of monomials and polynomials.
1.3 Empowerment.
1.3.1 Power of a monomial.
1.3.2 Square and cube of a polynomial.
1.3.3 Newton's binomial.
1.4 Remarkable products.
1.5 Factorial decomposition.
1.5.1 Factorization of monomials and
polynomials.
1.6 Systems of two simultaneous first degree
equations with two unknowns.
1.6.1 Equalization elimination method.
1.6.2 Method of elimination by substitution.
1.6.3 Method of deduction.
1.6.4 Method of solution by determinants.
1.6.5 Graphical solution.
1.7 Second degree equations.
1.7.1 Method of completing squares.
1.7.2 General formula
1.7.3 Factorization method.
1.7.4 Graphical method.
2 Mathematical functions and 2.1 Definition
linear equations 2.2 Restricted domain and range
2.3 Basic multivariate functions
2.4 Graphical representations of mathematical
functions
2.5 Formula slope intersection
2.5.1 Interpretation of slope
2.5.2 Intersection with the (y) axis.
2.6 Determination of the equation of a straight line
2.6.1 Slope and intersection
2.6.2 Slope and a point
2.6.3 Two points
2.6.4 Applications to supply and demand
models

3 Systems of linear equations 3.1 Linear functions

and their applications to 3.1.1 Linear revenue functions
gastronomy 3.1.2 Linear cost functions
3.1.3 Linear utility functions
3.2 Equilibrium models
3.2.1 Breakeven model applied to
production
3.2.2 Graphical break-even model.
Unit Topics Subtopics
3.2.3 Model using the contribution to fixed
cost and profit.
3.2.4 Equilibrium models for purchasing or
production decisions
3.3 Systems of linear equations
3.3.1 Systems of equations of 2x2 and 3x3.
Addition and subtraction elimination
methods.
3.3.2 Gaussian elimination method for 2x2, 3x3 single
solution systems.
3.3.3 Applications to economic models
4 Introduction to financial 4.1 Arithmetic and geometric ratios
mathematics 4.2 Proportions
4.3 Proportional distribution
4.4 Rule of three (inverse and compound)
4.5 Percentage
4.6 Arithmetic and geometric progressions

5 Simple and compound 5.1 Basic concepts

interest. 5.2 Present and future value
5.3 Amount
5.4 Simple and ordinary interest
5.5 Deadline
5.6 Discount
5.7 Value equation
5.8 Applications
5.9 Compound interest
5.10 Present and future value
5.11 Nominal, effective and equivalent rate
5.12 Type
5.13 Weather
5.14 Equivalent value equation
5.15 Applications
8.- TEACHING SUGGESTIONS (Development of generic competences)

• Awaken the curiosity of research with biographies of people who made contributions to
mathematics or hypothetical problems in order to increase the student's critical sense
and attitude.
• Use generic software (spreadsheets, graph) and scientific calculators to facilitate
understanding concepts, solving problems, constructing graphs and interpreting
results.
• Develop internships in such a way that students apply the knowledge acquired and
relate it to their careers.
• Propose problems that:
o Allow the student to integrate the contents for their analysis and solution.
o Reinforce the understanding of concepts that will be used in later subjects and
applications in their field of work.
o Model and solve real situations of the gastronomic areas by means of concepts
of linear algebra.
- Discuss in groups to exchange ideas with arguments and to analyze concepts and
definitions.

9 EVALUATION SUGGESTIONS

The evaluation of the course should be continuous and should consider the performance
in each of the learning activities, with special emphasis on obtaining evidence of learning
such as:

• Written reports.
• Solution of exercises.
• Research activities.
• Development of models or prototypes.
• Group analysis and discussion.
• Troubleshooting with software support.
• Written exams to check the handling of theoretical and declarative aspects.
10 LEARNING UNITS

Unit 1: Algebra.
Competition specific a
develop Learning Activities
•
Define the basic concepts of Algebra through the
Solve problems involving monomials research conducted.
and polynomials; equations •
Solve algebraic problems through practical
and related second-degree applications.
simultaneous first-degree and second- •
Develop formulas in spreadsheets for the
degree simultaneous solution of practical cases.
with the field of gastronomy. •
Apply the knowledge acquired in thematic
exercises related to gastronomy.

Unit 2: Mathematical functions and linear equations

Learning Activities
Specific competence to be developed

Solve problems with mathematical

• Students will investigate with practical examples
the meaning of functions, domain and range.
functions, as well as their representation
and graphical interpretation.
• Carry out exercises in teams in which the
concepts of domain and restricted range are
applied.
• Solve and graph problems where you apply the
slope and intersection formula.
• Determine and analyze, starting from point 1.4,
the equation of the straight line applied to
supply, demand, depreciation and forecasts.
Unit 3: Linear functions, applications and systems of linear equations.
Learning Activities
Specific competence to be developed

Model and solve different application

problems of systems of linear equations
in the area of mathematics applied to
gastronomy by different methods, as
well as solve problems where the
equilibrium point is applied.
• Research examples where the concepts of linear
functions, revenue, cost, cost, profit,
depreciation and break-even point are applied.
• Formulate functions involving revenues, costs,
profit and depreciation.
• Create and solve break-even models, starting
from the previous activity.
• Graph the equations of a system of two
equations with two unknowns in the same plane
and identify the type of solution according to the
graph.
• Graph the break-even point with the functions
involved.
• Solve systems of 2 x 2, 3 x 3 equations using
addition and subtraction, elimination and Jordan
Gaussian methods.
• Apply the Jordan Gaussian model to a practical
case in the economic-administrative area.

Unit 4: Introduction to financial mathematics .

Learning Activities
Specific competence to be developed
• Consult and explain the concepts of arithmetic
and geometric ratios and proportions.
Solve basic problems of application and
interpretation of financial mathematics in• Apply formulas of arithmetic and geometric ratios
the area of administration and in the and proportions to the solution of practical
problems in teams.
field of gastronomy.
Unit 5: Simple and compound interest
Specific competence to be developed
Apply the concepts of simple and
compound interest to different problems,
analyzing the results with changes in
the different variables involved in
obtaining them.
Learning Activities
• Investigate examples of simple and compound
interest, explain the concepts of simple and
compound interest, the derivation of their
expressions and the behavior of the different
variables that affect them.
• Solve by teams proposed problems applied to
finance.

11 SOURCES OF INFORMATION

1. Frank S. Budnick. Applied mathematics for management, economics and social

sciences. Publisher: McGrawHill.
2. Arya. Mathematics applied to administration and economics. Publisher:
Iberoamericana.
3. Draper J.E. Mathematics for management and economics. Publisher: Harla.
4. Lay, David C., Linear Algebra and its Applications-- 3a. ed. -- Mexico : Pearson
Educación, 2006.
5. Baldor Aurelio, Algebra,
6. Anton, Howard, Introduction to linear algebra-- 4th ed.
7. Grossman, Stanley I. Linear Algebra-- 6a. Ed.-- Mexico : McGraw-Hill, 2008.
8. Williams, Gareth , Linear Algebra with Applications-- 4a. ed. -- Mexico : McGraw-Hill,
2007.
9. Diaz, Mata Alfredo. Aguilera, Gómez Víctor M. Financial mathematics. Editorial
McGraw Hill, 2001.
10. Lerman, Dolphin. Fundamentals of financial mathematics. Editorial. ECASA.
12 PROPOSED PRACTICES

• Application of the concept of the line to determine the equations of supply and
demand, as well as the analytical equilibrium of price and quantity.
• Apply the concept of the straight line to determine forecasts.
• With the use of a spreadsheet or graphing package demonstrate that any change in
the variables cost, price, and number of
• units produced will cause the break-even point to change.
• By using basic software solve application problems of systems of linear equations and,
through graphing, prove the solution of the system or show that the system has no
solution.
• Apply linear models in the solution of gastronomy area problems.
• Apply break-even criteria to make decisions to buy or produce.
• Calculate the interest generated by a bank loan for the opening of a business.
• Using a spreadsheet, perform simple and compound interest calculations, as well as
basic financial projections.