HEADING 1 - TW Cen MT Condensed (18 pt)
Math-in-CTE Lesson Plan Template
|Lesson Title: Introduction to Equivalents & Measuring |Lesson # New |
|Author(s): |Phone Number(s): |E-mail Address(es): |
|Lora Wells |503.259.5218 |Lora_wells@beavton.k12.or.us |
|Michelle Schaffner (Math) |same |Michelle_schaffner@beavton.k12.or.us |
|Occupational Area: Culinary Arts |
|CTE Concept(s): Measuring dry and liquid ingredients & using equivalents |
|Math Concepts: Unit conversions |
|Lesson Objective: |To use measuring tools quickly and accurately. |
|Supplies Needed: |Lab ingredient supplies for pumpkin bread recipe, each student will need: one set of measuring spoons, ¼ dry|
| |measuring cup, and rubber scraper. |
|The "7 Elements" |Teacher Notes |
| |(and answer key) |
|1. Introduce the CTE lesson. | |
|I will be playing a song about kitchen measuring units. As you listen |Lemonade Stand.doc (worksheet) |
|list as many equivalents' as you can. Then complete the worksheet. You |12 Lemonade Stand (liquid Measurement).m4a (song) |
|will use this sheet as a review for our next lab. | |
|The target for today is using equivalents correctly to measure dry and | |
|liquid ingredients. | |
|Half of the class will be taking a paper version while the other half of | |
|the class will be measuring dry ingredients to make pumpkin bread. | |
|2. Assess students’ math awareness as it relates to the CTE lesson. | |
|Warm up to review previous lesson on costing & equivalents. | |
|Early Work Questions | |
|1. Find the cost of 1 cup of shortening if 1 Tablespoon cost $.03. |1. (Answer: 16T = 1 c |
| |16 x $.03 = $.48) |
|2. Find the cost of ¼ tsp of cloves if 1 tsp equals $.04. | |
| |2. (Answer: $.04 divided by 4 equal because there are four parts to |
| |the one teaspoon. The answer is $.01) |
|3. Find the cost of ¼ cup of sugar if one cup of sugar cost $.20. | |
| |3. (Answer: 4 Tbs = ¼ c |
| |16 Tbs = 1 c |
| |$.20 divided by 16 = $.01 per Tbs times 4 = $.04) |
|3. Work through the math example embedded in the CTE lesson. | |
|Teacher demonstrates with measuring cups and measuring spoons the | |
|different equivalents. | |
|Dry Ingredients | |
|1/8 tsp = pinch = dash = few grains | |
|3 tsp = 1 T | |
|½ T = 1 ½ tsp | |
|2 T = 1/8 c = about 30 ml | |
|4 T = ¼ c = about 60 ml | |
|5 1/3 T = 1/3 c = 75 ml | |
|8 T = ½ c = 125 ml | |
|16 T = 1 c = 250 ml | |
|Liquid Ingredients | |
|1 c = 8 oz | |
|2 c = 16 oz | |
|4 c = 32 oz | |
|2 T = 1/8 c = 1 oz = about 30 ml | |
|4 T = ¼ c = 2 oz = about 60 ml | |
|5 ½ T = 1/3 c = 2 2/3 oz = about 75 ml | |
|8 T = ½ c = 4 oz = about 125 ml | |
|12 T = ¾ c = 6 oz = about 175 ml | |
|16 T = 1 c = 8 oz = about 250 ml | |
|4. Work through related, contextual math-in-CTE examples. |Because I have seven kitchens and 40 students I have to cut the class|
|Students go into the kitchens 3 at a time w/no talking. |in half. Three students in each kitchen while the other three are |
|Students are to set up infront of them a set of measuring spoons, ¼ dry |measuring on paper. |
|measuring cup, rubber scraper, two plastic bags labeled bag #1 and bag #2 |pumpkinbread recipeF1.doc |
|with student name and period number. | |
|Teacher will tell students to start. They have 30 minutes to measure | |
|ingredients by following the pumpkin bread recipe and clean up. | |
|While these students are measuring the other half of the room is taking a | |
|paper assessment on measuring and equivalents. | |
|5. Work through traditional math examples. |A) $.69 times 3 lbs = $2.07 |
|Ex 1: We want to buy some cabbage, which sells for $0.69 a pound. | |
|a) If we want 3 pounds of cabbage, how much will it cost? | |
|b) If we want 1.3 pounds of cabbage, how much will it cost? | |
|c) If we want to buy a single head of cabbage, which weighs 12 ounces, how|b) 1.3 times $.69 = $.897 by rounding up the cost would be $.90. |
|much will the head of cabbage cost? |c) one pound = 16 oz |
| |If one pound (or 16 oz) cost $.69 then find the cost of each ounce by|
| |dividing $.69 by 16 which equals $.04 per ounce. Take $.04 per ounce|
| |times 12 ounces = $.48 for 12 oz |
|6. Students demonstrate their understanding. | |
|The next day the students will go into the kitchen with one set of | |
|measuring spoons, ¼ dry measuring cup, mixing spoon, and a bowl. They |Results of not measuring correctly will be batter oozing from the |
|will then measure the liquid ingredients by following the recipe. Once |sides or bread did not rising. |
|they have mixed all ingredients they will bake the batter in a small loaf | |
|pan and bake for 35 to 40 minutes. | |
|7. Formal assessment. |cups-to-ounces-5.pdf |
|Results of baked product. |ounces-to-pounds-7.pdf |
|Paper test |quarts-to-pints-4.pdf |
| |quarts-to-pints-4.pdf |
| |gallons-to-quarts-7.pdf |
| | |
A Measuring resource used prior to lesson from the Learning Zone
3026_Kitchen_Math_Worksheet 2.pdf
Mathonline.southseattle.edu/math110
(culinary math-memory-trick)[pic]
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