Contextualized Lesson Planning Guide

Title: One Recipe, Many Audiences / Time Required: 2 hours
Lesson Submitted By: Mary Lozano

Lesson Contextualized Toward: Career Pathway: Culinary Arts
Content Standards Benchmarks Taught:
LA.1.2, LA.1.3, LA.1.6;
MA.1.1.2, M.1.2.13, M.2.2.4, M.5.2.5, M.1.3.13, M.1.3.17, M.1.3.23, M.1.3.24, M.1.3.25, M.2.3.4
Digital Literacy Skills Taught:
T.4 Desktop Publishing: The student will demonstrate knowledge and skills in keyboarding, word processing, and desktop publishing.
Objectives/Learning Goals:
Students will be able to multiply and divide fractions by whole numbers
Rationale:
When working in a kitchen, students will need to know how to alter the yield of a recipe to accommodate various sizes of groups.
Materials/Resources Needed:
·  Various recipes clipped from cookbooks (one recipe per group)
·  Worksheet on multiplying fractions
·  Worksheet with measuring cups/spoons outlines to be colored
·  Measuring cups
·  Measuring spoons
·  Pencils/paper
·  Index Card Pairs with various quantities/directions on one and corresponding
amounts on the other
Procedure/Instructional Outline:
Explanation/Modeling: Create a scenario that puts me in a place where I am making my grandma’s famous cookie recipe, but I need to make enough to feed our whole program at the end of the year celebration. The original recipe makes 2 dozen cookies, but I need to make 4 dozen. What do I do? Model how to multiply fractions.
Guided Practice: Have students complete the coloring sheet by coloring in equivalent measuring cups for sample multiplication problems. Practice multiplying fractions on a worksheet. Once students feel more comfortable with the process, shuffle and hand out the index card pairs randomly. One of the pairs will say something like “¾ cup flour -- double the recipe” and its matching pair will say “1 ½ cups of flour”. The partners must work together to get the whole class matched up.
Application: Have the students gather in groups of 3-4 and hand each group a recipe. The students must re-write the ingredient list to accommodate a ½ batch, a double batch, and a 10x batch.
Contextualization Guide:
Relate: You need to make a dish for a recipe, but it makes a much smaller amount than what you need. What do you do? Your recipe calls for 4 tablespoons of butter, but you only have 2 in the fridge. What do you do (without going to the store and buying more butter)?
Experience: Utilizing real recipes in our activities will help students see how they will use this skill in daily life.
Apply: I will have the students think about a time that they (or a family member) had to cook for a crowd. What did you do to the recipe? How did you know how much to make? Write 1 paragraph about your problem solving thought process.
Cooperate: Students will work with their first recipe together as a group. They will have to re-write the ingredient list and turn in only one paper, so they will have to work together to make sure that they all agree on their answers.
Transfer: To expand this skill beyond culinary, I will bring several material lists for construction projects. I will then show the students how fractions will appear in all forms of measuring, and the skills needed to adjust a material list from building 1 shed to 2 sheds is the same skill that they just learned with recipes.
Homework Assignment: Students will find a “family favorite” dessert recipe at home. (If no family favorite, then any recipe is fine.) They will re-write the ingredient list to include what would be needed to only make a ½ batch of the recipe, AND they will bake the ½ batch to bring into class. We will be able to taste test each of the ½ batch recipes and have a discussion on the process, student thoughts, and whether or not the ½ batch tastes just like the whole batch usually does. What went wrong? Did you do the math correctly?