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Lesson Summary: In this lesson, students will practice equivalent fractions by changing the serving size of a recipe. The students will divide into groups as different imaginary catering companies. Each group will be given a recipe that serves 24 or 48 people (depending on which recipe you choose). Each group will also be given a catering card that tells how many people they will be catering at their next event. The students will have to use equivalent fractions to figure out how much of each ingredient to use to get the desired number of servings. Subject:
Math: Numbers and Operations
Grade Level:
Target Grade: 6
Upper Bound: 7
Lower Bound: 6
Time Required: One class period.Materials:
HYPERLINK "For%20Betsy/Fractions%20Recipe.doc" Recipe Card
HYPERLINK "For%20Betsy/Fractions%20Catering%20Cards.doc" Catering Card
HYPERLINK "For%20Betsy/Fractions%20Worksheet.doc" Conversion Worksheet
ingredients for recipe (optional: if making batter in class)
Lesson Plan:
Divide the students into small groups (23). Explain to the students that each group represents a different catering company and that each company has a different catering job to plan for. Name each group or allow the students to name themselves.
Give a HYPERLINK "For%20Betsy/Fractions%20Recipe.doc" Recipe Card, HYPERLINK "For%20Betsy/Fractions%20Catering%20Cards.doc" Catering Card, and HYPERLINK "For%20Betsy/Fractions%20Worksheet.doc" Conversion Worksheet to each group. Explain to the students that this is a recipe their catering company will be making for their upcoming event. The recipe makes a certain number of servings (makes food for a certain number of people), but each company is catering an event that will need either a smaller or greater number of servings.
To adjust the recipe to the right amount, the students will need to use their knowledge of equivalent fractions. By dividing the number of servings needed at their event (48 for example) by the number of servings the recipe makes (24 for example), the students get a fraction they can use to calculate the right amount for each ingredient.
Depending on the students level of understanding, consider doing an example before the groups begin working independently.
Possible Example:
Recipe Serving: 12
Servings Needed: 8
8/12 = 2/3
Original Ingredient amount: 3 cups flour
Needed Ingredient Amount: 3 cups flour x 2/3 = 2 cups flour
After the students explore these ideas thoroughly and have finished their experiment, depending upon the overall level of the class, the instructor might want to include an inverse problem. So, give the students a certain amount of flour, sugar, etc and have them discover how many servings of cookies can be made.
Assessment: The teacher can assess the students understanding of the activity by reviewing their HYPERLINK "For%20Betsy/Fractions%20Worksheet.doc" Conversion Worksheets to see if they got the answers right.
Lesson Extensions:
Have the students make the recipe themselves after completing the conversion worksheet.
Bring the premade cookies into the classroom, if the teacher/school policy allows.
References (Optional):
Adapted from HYPERLINK "http://www.nsa.gov/teachers/es/frac05.pdf" http://www.nsa.gov/teachers/es/frac05.pdf
TEKS:
6.2 (A): Model addition and subtraction with fractions in numbers (some of the kids will add the
ingredients twice instead of multiplying by two and the same with subtraction)
6.2 (B): Model addition and subtraction with fractions to solve problems
6.3 (C): Use proportions to make predictions
6.11 (A): Identify and apply math to everyday experiences
A product of the Partnership for Environmental Education and Rural Health at Texas A&M University
FractionsActivity Plan, MathCooking Up Fractions!
A product of the Partnership for Environmental Education and Rural Health at Texas A&M University
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