Math: It’s Everywhere!
Math in the World: Fractions and Measurement

 

Aim:                 Students will apply knowledge of fractions and measurement to the creation of a cookie recipe.

 

Materials:         Chart paper (w/pre-written math questions)

                        Cookie Recipe (each group needs a copy)

                        Cookie Ingredients

                        Measuring cups/spoons

                       

 

Do Now:          Teacher will ask students to answer these questions (previously written on chart paper)—

 

1. Taiesha wants to share a pizza with 3 friends.  If they split the pizza evenly, what fraction of the pizza will each person receive?

Answer: ¼

 

2. Andrea finished 2/3 of her homework.  Which of these fractions is the same as 2/3?

(a)   3/2 (b) 3/6 (c) 4/6 (d) 6/4

Answer: c

 

3. Quameek is making cupcakes for 24 people.  His recipe makes only 12 cupcakes.  What will Quameek have to do with his recipe in order to have enough cupcakes for everyone?

Answer: He will have to double his recipe.

 

Bonus Question (for quick finishers): Quameek’s recipe calls for 1/8 cup of brown sugar.  How much brown sugar will Quameek need now?  Write in the lowest possible terms.

Answer: ¼

 

                       

Procedure:        Teacher will ask for volunteers to write answers on the chalkboard.  Class will discuss the reasoning behind the answers.

 

                        Teacher will explain that the students will be making 6 dozen chocolate chip cookies.  Each group will be responsible for measuring out one ingredient.  Every group will be given a recipe for 3 dozen cookies (see worksheet below).

 

                         What will the dilemma be for each group? (Possible answer: Each group will have to decide how much to measure.)

                        How will each group solve the dilemma? (Possible answer: Measure out twice as much as the recipe requests.)

 

                        Teacher will instruct each group that they must be able to explain what they plan to do before touching any ingredients.  Teacher will model by saying, “If I am making a fruit salad for 10 people but my recipe serves only 5, then I know that I will have to double the ingredients.  If the recipe calls for 2 ½ cups of watermelon, then I will use 5 cups of watermelon.  This way, I will use the exact amount of ingredients I will need in order to serve 10 people.”

 

Activity:            In small groups, students will discuss needed ingredients.  Teacher will walk around the room and ask for group findings.  Groups will then measure out ingredients.  Teacher will announce that each group will visit and review the other groups’ work before adding all ingredients together.  Once each group has seen the work of the other groups, Teacher will ask students for their analysis of classmates’ findings.

 

                        If there is a discrepancy in any of the group measurements, Teacher will lead class in re-measurement.  Teacher will then ask volunteers to mix ingredients together.  Students will bake cookies in the school cafeteria—receiving a hot cookie for a job well done.

 

Assessment:      Formally, Teacher will assess the answers to the “Do Now” questions as well as the group measurement decisions.  Informally, Teacher will assess oral contributions and group participation.

 

Follow-Up:       Students will bring in a recipe from home that they can then double, triple, or cut in half.

 

See worksheet: Click Here!

 

 Sample Student Work and Students at work: (Click on the Thumbnail to enlarge the photo)

 

 

 For more information, please contact April Paine at april_paine@hotmail.com