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Claire Dacko

WFED 495C-2
Assignment #9
October 3, 2015
The Pennsylvania State University Workforce Education and
Development Competency-Based Teacher Education
Co-Teaching Strategy: Station Teaching
Name of Instructor:
Chef Claire Dacko
Co-Teacher: Chef Lou Sackett
Para Educator: Chef Ann Refford
Program Title:
Culinary Arts
Course Title:
Culinary Math
Unit Title:
Math Level 3.2
Lesson Title:
Recipe Conversion
Lesson Performance Objective:
Given an instructor demonstration and a series of practice
worksheets/sessions, students should be able to successfully
demonstrate the conversion of recipes with the specific purpose of
achieving the appropriate yield in hands-on recipe production,
according to foodservice industry and Common Core mathematics
Time (length of lesson):
2 Lessons, approximately 60 minutes each, Co-taught over 2 days
Equipment and Materials needed:
Smartboard/laptop/projector, worksheets, examples for board, recipes,
lab supplies/ingredients
Academic Standard(s) and Anchor(s) and/or Common Core
Standard addressed by this lesson:
Standard. 2.1.HS.F.4
Use units as a way to understand problems and to guide the solution
of multistep problems.
Standard. 2.1.HS.F.5
Choose a level of accuracy appropriate to limitations on
measurement when reporting quantities.
Technical Standard(s) or Competencies taught in this lesson:
801 Demonstrate how to read and follow a standardized recipe within
industry time limits
802 Reduce and increase a recipe.
803 Describe components of the recipes, such as yield, time, and
nutrition fact.
Introduction UDL Multiple Means of Engagement):
Day 1:

Claire Dacko
WFED 495C-2
Assignment #9
October 3, 2015
Instructor #1 will introduce a large volume recipe on the Smartboard
(something the students will be excited to make)
Instructor will discuss that she has this wonderful recipe that she is
excited to make but that it serves 75.
-Instructor will ask class, what can we do to make the recipe work for
our group of (insert class size here)?
-Instructor will discuss that recipe conversion is an important skill for
successful work in the kitchen.
-What do we mean by recipe conversion?
(Recipe conversion increasing or decreasing the yield of a recipe)
-What are some of the situations where you may need to convert a
recipe in order to change the yield? (allow for discussion)
Need more or less of the product
You dont have as much of a single ingredient as the recipe calls
for so all the other ingredients need to be adjusted as well.
You have a different pan size as what the recipe calls for so the
recipe has to be adjusted to accommodate the pan.
Body: (UDL - Multiple Means of Representation)
Students will break into small groups and rotate through a series of
stations (order of activities will not matter)
Station # 1 monitored by Para-Educator will assess students prior
math awareness as it relates to the CTE lesson concept.
-Instructor Explanation: Recipe conversion is a review of basic math
calculations with fractions and decimals. Correct measurements are
essential for the success of your recipes in the lab. Conversions need
to be in measurable form.
-Each student will work on their own to calculate the recipe
conversion on the worksheet and converts between fractions and
decimals and percentages
-Group will discuss/answer questions.
-Instructor will demonstrate proper form (ie 3/4)
Station # 2 monitored by Instructor #1
-Instructor will review math calculations:
multiplying fractions
2/3 X 6/5 = 12/15 (4/5)
Include improper fractions and mixed numbers (ie 6/5 = 1 1/5)
multiplying with decimals
50 X 1.3 = 65.3
-Instructor will explain the conversion factor using example on the
-Students complete sample problems.
-Instructor will discuss how to select the most appropriate format for

Claire Dacko
WFED 495C-2
Assignment #9
October 3, 2015
the recipe provided.
With recipes using standard measuring equipment use the
conversion factor in a fraction format.
With recipes using weights, use the conversion factor in a
decimal format.
Station # 3 monitored by Instructor #2
Instructor will guide students work through problems relating to
converting portion size
When? Why? Customers may complain that portions are too
small or perhaps the portion is so large that its resulting in little
or no profit margin. It is often necessary to know how to convert
the portion size as well as the recipe yields.

Day 2:
-Review of Day 1.
Instructors asks students to explain process for recipe conversion.
Instructors review practice problems and record samples on board
Lab Activity:
-Instructors break class into 2 groups, each group is assigned a
different yield conversion for the same recipe. (Group #1, increase
recipe by 1 ; Group #2, decrease recipe to )
-Instructor #1 monitors first group. Instructor #2 monitors second
group. (Parallel Teaching)
-Students apply conversion principles to lab recipe, and complete the
math problems involved. Instructors assess conversions for accuracy
-Students prepare recipe, with new yield, in the lab.
-Instructor assesses final product for quality; Students taste and
-Class discusses success of recipe conversions as a whole
Student Assessment (attach a copy of the assessment
instrument that will be used to assess students for this
lesson): (UDL- Multiple Means of Expression)
Formative: Students play review Bingo.

Claire Dacko
WFED 495C-2
Assignment #9
October 3, 2015
Instructor has students create their own Bingo board.
Instructor reads problems; students solve and place piece on
board corresponding to the correct answer.
-Successful creation of (student-converted) recipe in lab activity
-Written exam at the end of the section