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LESSON PLAN

Your Name: Mackenzie Horvath

Date:03/02/2016

Total Lesson Duration: 55 minutes

Topic: Applying Operations to Fractions

Grade: 6th grade

Goal(s)
Students will be able to combine the three recipes in a way that uses all twelve eggs.
Students will be able to apply multiplication and addition to the ingredients in the
recipes to match the amount of batches they wish to make of each baked good with
an understanding that making more than one batch requires a larger fraction of
goods and making less than one batch requires a smaller fraction of goods .
Students will be able to recognize that there is more than one way to solve the
problem both in recipe combinations and total amount of each ingredient needed.
Materials & Resources Needed
Handout with ingredients and pictures
Whiteboard, marker
Paper, pencils (final number of batches and ingredient list)
Sequencing Group Work
Whole group small groups (3 students) larger small groups (6 students) whole
group
Academic, Social and Linguistic Support
Launch I clearly define words that are linked to baking such as serving and batch
in order for students who are not familiar with the activity to understand why we
would have to change the amount of ingredients in order to make a different amount
of food.
Explore Provide simplified directions, pictures of the ingredients, and finished
product on a handout for students. This will help students visualize any ingredients
that they may not be familiar with as well as seeing which ingredients are countable
and uncountable.

LAUNCH (15 minutes)

We have been learning about applying operations to fractions. We can add,
subtract, multiply, and divide fractions to another fraction and to a whole number. We
do this practice a lot in real life, too.
Conduct small number talk activity.
Write on board.
1/3 plus 2

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When you have a strategy to solve this problem, put your finger on your nose.
Call on students to share their strategies, asking for students to raise their hand if
they solved the problem in the same way.
Ask for volunteers to come up to the board and write out one way to solve it.
1/3 times 2
When you have a strategy to solve this problem, put your finger on your nose.
Call on students to share their strategies, asking for students to raise their hand if
they solved the problem in the same way.
Ask for volunteers to come up to the board and write out one way to solve it.
These are problems you will see when baking or cooking! If you want to make less
than how much a meal serves you can divide the amount of ingredients by 2. This
means that if the meal served 12 it will now only serve 6. We see this happening a
lot when baking pastries. A batch is the number of baked goods the recipe makes.
For cupcakes, one batch makes 24 cupcakes. If you only wanted to 12, you would
need to divide each ingredient in the mixture by 2.
If you wanted to make brownies, but only had 2 eggs when the recipe calls for 4,
could you still bake them? Would it make the same amount? What do you think you
might need to do to the rest of the ingredients?
EXPLORE (25 minutes)
Split the students into 8 groups of 3.
Read handout to class:
Your group is now in charge of running the Sheridan Road Bake Sale to raise money
for the new Volleyball team. You have all the ingredients you need to bake cookies,
cupcakes, and brownies. In fact, you have twelve farm-fresh eggs that you want
to use before they spoil so your job is to bake just enough to use ALL TWELVE EGGS.
HINT: you can double your batches or divide them in order to use LESS or MORE eggs
in a recipe.
Once you figure out how to combine the recipes, your job is to figure out how much
of all the other ingredients you will be using.
Hand out the handout with 3 recipes for cookies, cupcakes, and brownies from
Allrecipes.com a picture accompanying each ingredient and a picture of the final
product.
Monitor the room asking questions that will assess and advance groups thinking.
Have students walk me through their thinking as I walk around the room.
*What was your intention when you?
*How would it change if.?
*What could you have done if.?
*How could you show me that?

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*What does this number represent?

*Could you explain to me why you are multiplying these two numbers together?
*How is multiplying a fraction and a whole number different?
* Can you show me this using other representations?
What would you do to keep students engaged? What would you do if a student
doesnt understand the task at all (e.g., cannot seem to get started)? What would you
do if a student finishes early?
I will have the students strategically placed in groups that allows for a student more
comfortable with math to take a leadership role it is their responsibility to talk
through the strategies they think is best to solve the problem and why. This will help
students who may seem confused by the task. Groups that finish early, I will ask
them to show me how they represent the multiplication of fractions they used or
think of another combination that is plausible.
DISCUSS (15 minutes)
Students can combine the recipes together in any way that reaches 12 eggs (4 eggs
needed for a batch of brownies, 4 needed for cupcakes, 1 needed for sugar cookies)
If they make more than one batch of anything, the students will need to multiply (ex.
by 3) or add the ingredients up (ex. 1/2 plus 1/2 plus 1/2). If the students want to
make less than one batch of brownies, they can cut it in half (2 eggs) but need to
understand that a single egg cannot be cut into fractions (cannot use 1 1/3 egg).
Small groups will be combined with another small group. Each group will be
responsible for sharing their combination of baked goods they will be baking for the
bake sale and explaining the strategies they took to come to that conclusion (pictures
vs. abstract). I will combine the groups in a way that allows students to find
connections easily with the other group. They will understand each other and this
way we can lead into talking through similarities and differences between the other
groups.
Could you use the same strategy as the other group to come to your same
conclusion?
These final four groups of 6 will share out to the class what similar/different strategies
they took to reach their final answer.
Conduct whole class discussion:
Lets talk about different ways groups doubled a batch. What operation did
you use? If you used a different operation, did you get the same answer or
something different?
Why do you think we were able to have different answers to the same
problem?
How do we know we effectively solved the problem?