Cooking With Numbers printable pdf download

Student/Class Goal

Students want to be able to take recipes

Cooking with Numbers

and scale them as well as convert them

into the US measurement system.

Outcome

Time Frame

(lesson objective)

Students will recall prior knowledge of working with fractions and will apply

measurement scales. Students will be able to solve problems using the appropriate

2 hours

conversion amounts.

Standard Use Math to Solve Problems and Communicate

NRS EFL

(Primary benchmarks in bold.)

Levels 5-6

Number Sense

Benchmarks

Geometry & Measurement

Benchmarks

Processes

Benchmarks

Words to numbers connection

4.1

Geometric figures

Word problems

5.25

Calculation

5.1/5.4

Coordinate system

Problem solving strategies

5.26

Perimeter/area/volume

Order of operations

Solutions analysis

5.27

formulas

Graphing two-dimensional

Compare/order numbers

5.3

Calculator

5.28(optional)

figures

Estimation

Measurement relationships

6.12

Math terminology/symbols

6.30

Exponents/radical expressions

Pythagorean theorem

Logical progression

5.30

Algebra & Patterns

Benchmarks

Measurement applications

6.13

Contextual situations

5.31

Patterns/sequences

Measurement conversions

6.13

Mathematical material

Equations/expressions

Rounding

Logical terms

5.33

Linear/nonlinear

5.17

Data Analysis & Probability

Benchmarks

Accuracy/precision

representations

Graphing

5.18

Data interpretation

Real-life applications

6.36

Linear equations

Data displays construction

Independence/range/fluency

5.36

Quadratic equations

Central tendency

Probabilities

Contextual probability

Materials

Problem Solving Steps—Handout

Conversion Factors—Handout

Measuring Tools: Cup/Pint/Quart/Gallon…beans/rice/water/plastic fill for containers

Recipes: Can be the ones given on the handout or, for additional student integration, have them bring their favorites to class as

well

Learner Prior Knowledge

Students should be familiar with applying all four arithmetic operations on fractions.

Reducing fractions.

Basic understanding of what a proportion is and how to solve one.

Students should be able to distinguish between metric and U.S. measurement terms as well as tell whether a term is for distance,

volume, or weight.

Plotting points and knowing what a linear equation looks like.

Instructional Activities

Step 1: If necessary, a short review on fraction arithmetic, what a proportion is, measurement terms, and linear equations.

Step 2: Give them the handout on Polya’s 4 step problem solving process.

We want our students to be able to follow a sequence of steps when solving problems. Whether they know it or not, they

probably already sort of do this. We want them to follow Polya’s four step process:

1. Understand the problem (What is the unknown? The data? The conditions?)

2. Pick a strategy to solve the problem (Have you seen a similar problem? One with a similar unknown?)

3. Implement that strategy to come to a solution

4. Review the work and the solution to make sure the solution makes sense in the given context.

After step 4, if there seems to be an error with the solution, students should go back to step 1 and repeat the process until they

come to a solution that makes sense.

For the first few lessons, these steps should be discussed and written down so that students can refer to them as a guide when

solving problems. During the I do steps, your thinking aloud should show you going through all four steps in the process.

Cooking With Numbers

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