TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |4th Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |

[pic]

|Title: |Cooking in the Real-World |

|Lesson TOPIC: |Proportional Relationships |

| | |

|TAKS Objective: |Objective 1: The student will demonstrate an understanding of numbers, operations, and |

| |quantitative reasoning. |

|FoCUS TEKS and Student Expectation: |(1) Number, operation, and quantitative reasoning. The student understands that different forms |

| |of numbers are appropriate for different situations. The student is expected to: |

| |(B) select and use appropriate forms of rational numbers to solve real-life problems including |

| |those involving proportional relationships |

|Supporting TEKS and Student Expectations: |(14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(A) identify and apply mathematics to everyday experiences, to activities in and outside of |

| |school, with other disciplines, and with other mathematical topics |

[pic]

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |A proportion is a statement of equality of two or more ratios, a/b = c/d, where b and d are not equal |

|Proportion |to zero. |

| | |

| | |

| | |

| | |

[pic]

[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Prior to this lesson, find out how many 8th graders are enrolled at Texas Middle School.

Optional: Prior to this lesson, you may want to make cookies with too much salt or make Kool-Aid with too little sugar. This would really emphasize what will happen if a recipe is not followed properly!

Begin class by asking your students what would happen if a recipe called for 1 tsp. or salt and you put in 1 cup of salt. Next ask what would happen if you added too much flour to a recipe. Inform your students that ingredients have relationships to each other in a recipe ~ and that is an important concept in cooking.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Discuss that math is often used while cooking. Sometimes you need to increase a recipe to feed more people and sometimes you need to decrease the recipe to feed fewer people. All recipes are written to serve a certain number of people or yield a certain amount of food. Hand each student a copy of the Chewy Chocolate Peanut Butter Chip Cookies Worksheet. Ask the class how many cookies this recipe will make. (5 dozen = 60 cookies) Now ask the class how they would modify the recipe to make only 30 cookies. Show that if you want to decrease the recipe, you will need to make sure that the relationship between the ingredients stays the same. Emphasize that a proportion exists when you have two equal ratios. Show how to set up a proportion for this recipe if you needed to calculate how much flour you would need to make 30 cookies. 2 cups flour x 60 cookies

x cups flour 30 cookies

Cross multiply and show how to solve for x. Set up proportions to modify the rest of the recipe for demonstration purposes for the class.

C. Guided activity or strategy

Once students understand the concept of how to use proportions while using recipes, have them get into groups of 2 – 3. Each group will need scratch paper to practice working with proportions. The groups will modify the cookie recipe as follows:

• Modify the cookie recipe so that each 8th grader at TMS could have two cookies

Have each member of the group do the calculations individually and then compare with the rest of the group. Monitor as students are working. After students have been given ample time for calculations, have individual groups tell you the correct answers. Make sure that each student understands the concepts in this lesson.

D. Accommodations/modifications

Students requiring modifications may work in a small group setting for the guided activity.

E. Enrichment

Students requiring enrichment may reteach the lesson to their peers in a small group setting.

II. STUDENT PERFORMANCE

A. Description

Students will complete the What’s Cooking? Worksheet individually.

B. Accommodations/modifications

Students requiring modifications may be paired with a peer to complete the What’s Cooking? Worksheet.

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the What’s Cooking? Worksheet.

B. Rubrics/grading criteria

Student grades may be based on the What’s Cooking? Worksheet Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• Where are proportions used in the real world?

• In order for a proportion to exist, you have to have two what? (ratios)

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how proportion problems may look in test format by placing the TAKS questions below on the board or overhead.

B. Sample TAKS questions

1. To make a certain shade of orange paint, Calvin must add 20 ounces of yellow paint to every 50 ounces of red paint. If he uses 200 ounces of red paint, which proportion can he use to find x, the number of ounces of yellow paint he should add to get the shade of orange he wants?

A. 20/50 = x/200

B. 30/20 = x/200

C. 20/x = 200/30

D. 50/x = 200/20

2. A bag of mixed Yummy Gummies contains 26% green, 34% red, 24% blue, and 16% yellow gummies. Carla put 250 mixed gummies in a bowl. Which proportion can be used to find y, the total number of yellow gummies in the bowl?

F. 250/y = 16/100

G. 16/100 = y/250

H. 100/250 = y/16

J. 16/100 = 150/y

3. An electronic device counted 3962 vehicles passing through an intersection during a 7-hour period. If the number of vehicles passing through this intersection per hour remains the same, which proportion can be used to find x, the number of vehicles that would be counted by the device during a 9-hour period?

A. 7/3962 = x/9

B. 3962/7 = x/9

C. 7/x = 9/3962

D. 7/3962 = 16/x

V. Key Vocabulary

Proportion

VI. Resources

A. Textbook

Glencoe Mathematics ~ Applications and Connections

Chapter 3: Using Proportion and Percent

• Solving Proportions, pp. 111-113

Extra Practice, Lesson 3-3, pp. 612

B. Supplementary materials

• Chewy Chocolate Peanut Butter Chip Cookies Worksheet

• Cheesy Chicken Florentine Worksheet

• What’s Cooking? Worksheet

• What’s Cooking? Worksheet Grading Rubric

C. Technology

For a fun Jeopardy game pertaining to this lesson, students may be taken to the computer lab to utilize the site below:



VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

As a follow-up lesson, you could find a recipe that has metric measurements and do the same activities as listed in this lesson.

VIII. Teacher Notes

If students need more practice, additional recipes could be printed and modified.

The website below contains a great real world application scenario for reinforcement:



................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download