Is it possible to adjust the recipe to make 30 cookies? What would you have to do to the measurements of each of the ingredients? Explain how you would adjust your recipe to feed everyone in our class (don’t forget the teacher!) Is it possible to get the exact number of cookies for our class by adjusting the recipe? If not, adjust the recipe to get as close as possible (make sure everyone gets a cookie). Possible struggles students may have can be turned into wonderful inquiries! As students investigate the screen areas, you may notice them: Using array models or doubling ideas of multiplication to show how to double a recipe for some ingredients. multiplication of fractions algorithm. This strategy may promote discussion, so please allow students the freedom to make sense of this in the closing part of the lesson. Be on the lookout for students who, when working on halving the recipe, divide by ½ rather than by 2. This may be a lack of understanding of the concept of division. Scaffolding the students’ learning with thought provoking questions can help students strengthen conceptual understanding. Formative Assessment Questions How can you tell that your answer is correct? Does dividing by 2 (or ½) help solve this problem? How do you know? Did you develop a strategy to find your answers? Did you identify any patterns or rules? Explain! enough time has been devoted to the task, ask students to make recipe cards to prepare for the closing of the lesson. Recipe cards should be clear enough for others in the class to understand their thinking, but should not just be the figuring that was initially done copied over again. The recipe cards should be clear and concise presentations of any important ideas and strategies students wish to present. Some ideas to encourage discussion about in the presentations of student work: Estimation, using whole number estimates can help determine whether measurements of ingredients are in the ballpark. How fractions/mixed numbers are decomposed can make a difference. Students who use any algorithm should also show understanding of the algorithm used with some kind of model. DIFFERENTIATION: Extension Students can find their own recipes and determine the quantity of ingredients needed to: Double the recipe
Is it possible to adjust the recipe to make 30 cookies? What would you have to do to the measurements of each of the ingredients? Explain how you would adjust your recipe to feed everyone in our class (don’t forget the teacher!) Is it possible to get the exact number of cookies for our class by adjusting the recipe? If not, adjust the recipe to get as close as possible (make sure everyone gets a cookie). Possible struggles students may have can be turned into wonderful inquiries! As students investigate the screen areas, you may notice them: Using array models or doubling ideas of multiplication to show how to double a recipe for some ingredients. multiplication of fractions algorithm. This strategy may promote discussion, so please allow students the freedom to make sense of this in the closing part of the lesson. Be on the lookout for students who, when working on halving the recipe, divide by ½ rather than by 2. This may be a lack of understanding of the concept of division. Scaffolding the students’ learning with thought provoking questions can help students strengthen conceptual understanding. Formative Assessment Questions How can you tell that your answer is correct? Does dividing by 2 (or ½) help solve this problem? How do you know? Did you develop a strategy to find your answers? Did you identify any patterns or rules? Explain! enough time has been devoted to the task, ask students to make recipe cards to prepare for the closing of the lesson. Recipe cards should be clear enough for others in the class to understand their thinking, but should not just be the figuring that was initially done copied over again. The recipe cards should be clear and concise presentations of any important ideas and strategies students wish to present. Some ideas to encourage discussion about in the presentations of student work: Estimation, using whole number estimates can help determine whether measurements of ingredients are in the ballpark. How fractions/mixed numbers are decomposed can make a difference. Students who use any algorithm should also show understanding of the algorithm used with some kind of model. DIFFERENTIATION: Extension Students can find their own recipes and determine the quantity of ingredients needed to: Double the recipe
CCGPS_Math_5_Unit4Framework.docx