Recipe Fractions

Teacher Candidate
Shelby Augustine

xxx
xxx

Date Implemented
Spring 2016

Teaching Model
Concept Attainment
Problem-Based Instruction
Discovery Learning/ Inquiry
Direct Instruction
Presentation

Reading/Language strategies
SQ3R
x
Vocabulary Strategies
Summarizing
Read Aloud
Exceptionalities/Focus Students
X
Learning Disability (Math)
X
Gifted (Math)
X
English Language Learner

Curriculum Areas
Mathematics
Subarea: Home Economics

Activity Type
Individual
Small Group
Whole Class
Outside of Class

Lesson Length (hours/days)

In-Class Time
30 Min.
Out-of-Class Time

RELATED STATE AND NATIONAL LEARNING STANDARDS

Grade
5th

Instructional Strategy
Deductive/Inductive reasoning
Critical thinking
Questioning
Graphic Organizers
VAK
Practice and Drill
Grouping
Cooperative Learning
Technology:

Community Resource(s)

Goal I (Common Core; Content and

Practice)

The Number System-Fractions 5.NF

Apply and extend previous understandings of multiplication to multiply fractions or whole
numbers by a fraction.
6 Attend to precision
OBJECTIVES (learner outcomes) [Write objectives using A,B,C,D Method; Include Blooms level] Goal I
Students will apply division of fractions to an everyday scenario.

FORMATIVE ASSESSMENT OF LEARNER PERFORMANCE

[Attach rubric, quiz, test, or other

assessments used to demonstrate objective is met.] Goal II

Each student will divide the measurements of ingredients for trail mix into one serving
for themselves. When they have finished the problem they will raise their hand for me
to check their work.
MATERIALS [Attach all materials, i.e., handouts,
worksheets, etc., needed to teach this lesson] Goal
I

PREPARATION Goals I & II. What will you need to do

to prepare for the class? How will you need to set up your
classroom?

Materials: white board, markers, table, recipe print outs, Chex, cheerios, raisins,
pretzels, and M&Ms.
Prep.: set up table in the back of the room with trail mix ingredients.

INTRODUCTION (focus, anticipatory set, motivation) Goal II

Estimated time:______________
In one paragraph, describe the class at this time. What is their schema/background? How will you activate the schema?

Go to https://www.ixl.com/math/grade-5 and review multiplying mixed numbers by

fractions and multiplying fractions and mixed numbers in recipes by whole numbers.
(Multiplying fractions M24 and M28).

TEACHER ACTIVITIES

And

STUDENT ACTIVITIES

(Include Modeling, Checking for Understanding, Guided Practice, and Independent Practice as appropriate.) Goals
I, II, III Estimate time for each activity. Activities must be differentiated for focus students. Modification for diverse learners
must be stated for each activityGoals I & II. Include an informal, formative assessment for each student activity. You may
add or eliminate activities as needed, keep in mind the developmental needs of the grade level with which youre working.

Activity 1: estimated time:__10 Min_______

On the board, using different recipes, divide the measurements by the number of people to serve.
Have each table group divide one or more of the ingredients and then have one student from each
group write the answer on the board. (Chart below for simplification will be posted by board)

Example 1: Divide this recipe into a recipe for one serving.

Yogurt Parfitt (Serves 5)

1 3
3 cups yogurt ( 3 = cups )
4 4
cup strawberries (

1 1 1
= cups
2 4 8

1/4 cup blueberries (

1 1 1
= cup or 1 Tbsp.)
4 4 16

5 gram crackers (

or 2 Tbsps.)

11 1 11
3
= =1 cups or 1 cup & 3 Tbsps.)
2 4 8
8

Example 2: Divide this recipe into a recipe for six servings.

Chocolate Cake (Serves 12)
2 cups sugar (

2 6 12
= =1 cup
1 12 12

3 6 18 3
1 cups flour ( = = cups)
2 12 24 4
cups cocoa

2 eggs (

3 6 18
= cups
4 12 48

or 3 Tbsps.)

2 6 12
= =1 egg
1 12 12

1 6
6 1
1 cup milk ( = = cup)
1 12 12 2
1 6
6 1
cup oil ( = = cup)
2 12 24 4
1 6
6 1
1 cup water ( = = cup)
1 12 12 2
Example 3: Divide this recipe into a recipe for two servings.
Macaroni and Cheese (Serves 8)
8 2 16
8 ounces elbow macaroni ( = =2 oz .)
1 8 8

2 2 4 1
2 cups shredded cheddar cheese ( = = cup)
1 8 8 2
cups parmesan cheese

1 2 2 1
= = cup
or 2 Tbsps.)
2 8 16 8

3 2 6 3
3 cups milk ( = = cups )
1 8 8 4
cup butter (

1 2 2
1
= = cup or 1 Tbsp.)
4 8 32 16

Activity 2: estimated time: __10 Min._______

Then the students will each get the recipe below for trail mix to divide into one serving for
themselves.
Trail Mix Recipe (Serves 4)
2 cups Chex
1 cup cheerios
cup raisins
cup pretzels
cup M&Ms

Answers
Chex (

5 1 5
= cup or 10 Tbsps. Or cup & 2 Tbsps.)
2 4 8

Cheerios

Raisins

3 1 3
= cups
or 6 Tbsps.)
2 4 8

1 1 1
= cups
or 2 Tbsps.)
2 4 8

Pretzels

1 1 1
= cups
4 4 16

M&Ms

1 1 1
= cups
or 1 Tbsp.)
4 4 16

or 1 Tbsp.)

Activity 3: estimated time: _____10 min.______

When they have finished the problem they will raise their hand for me to check their work before
they can go to the back of the class room and make a baggy of trail mix that they can eat using
the recipe that they made.
CLOSURE (summary, wrap-up, set for next lesson) Goal II
Intellectual/Academic ClosureStudent Reflection on learning
Students will partner up and share one thing they struggled with and two things they
learned.
Procedural Closure (clean-up)
Clean up and put away trail mix table. Eat trail mix.

RELATED ACTIVITIES Goals I, II, III

(How will you extend the learning? How will you integrated into other areas?)

Converting measurements, home economics

Reflection Goals I, II, III
Pre-teaching (anticipated concerns):
Allergies: change recipe for trail mix by substituting the ingredient that they are allergic
to for something else.
Picky eaters: may choose to leave out an ingredient when making the trail mix but must
still do the math for it.
Post-Teaching (strengths, weaknesses, changes):
KEY VOCABULARY Goals I, II

Cups, tablespoon, mixed number, fraction, simplify.

DIFFERENTIATION (Include at a minimum how youll meet the needs of students who need more support, English
support, and more challenge.) This does not need to be completed if this information is clearly presented above.

Gifted: in activity 1 they will be given the harder ingredients to solve for or more than
one to solve for.
Learning Disability in Math: will only get one ingredient during activity 1 and their table
groups will have one more advanced student included to help if there are any questions.
English language learners: their final recipe for trail mix will be written in both English
and their native language.