Differentiated CReaTE Lesson

Name: Kayla Steber Date: 4/5/17 Age/Grade Level: 3rd Grade

Subject: Math # of Students: 10 # of IEP Students: 0
Authentic Topic: Multiplying and Dividing Whole Numbers and Fractions__
Lesson Title: Doubling and Halving Cookie Recipes
Type your lesson plan in this template. Do not delete the questions or directions. Be sure to put all worksheets, assessments,
and scoring rubrics in the Appendix. After you teach the lesson, complete the IMPACT and REFINEMENT sections at the
bottom of this file.

BE SURE TO REVIEW THE SCORING RUBRIC FOR EACH SECTION AS YOU ARE COMPLETING IT.

ACTIONS: Completed prior to teaching lesson. Your instructor must approve this section
before you teach the lesson.

Goals and Objectives:

Clearly state your broad goals and specific objectives that identify the content and technology skills/processes to be taught and
formally assessed. The Content Objective must address the highest level thinking activity of content (curriculum) of the lesson. Give
the Blooms level for each objective. Identify essential questions you want to address. You must have no more than one technology
objective and no more than one content objective.

Essential Question(s):
1. How can multiplying and dividing whole numbers and fractions be used in real-world situations?
2. How can multiplying and dividing whole numbers be used when baking cookies?
3. How can multiplying and dividing fractions be used when baking cookies?

Content Goal:
The third grade student will demonstrate understanding of multiplying and dividing whole numbers and
fractions in a real word situation.

Content Objective: Revised Blooms Connections to Common Core Standards

Level:

1. After the third grade student picks a
cookie recipe with a partner, he/she
will convert the ingredients into a
half and double recipe by
multiplying and dividing whole
numbers and fractions, scoring
12/16 or higher on the rubric.
Create 3.OA.A.3 Use multiplication and
Designing, division within 100 to solve word
constructing, and problems in situations involving equal
producing new groups, arrays, and measurement
products. quantities, e.g., by using drawings and
equations with a symbol for the
unknown number to represent the
problem.
4.NFB.4.A Understand a fraction a/b
as a multiple of 1/b. For example, use
a visual fraction model to represent
5/4 as the product 5x(1/4), recording

Instructional Design Project

 the conclusion by the equation
5/4=5x(1/4).
Technology Goal: Students will use an online program to create a cookie recipe book.

Technology Objective: Revised Blooms Connections to Technology Skills in KY

Level: Program of Studies

2. The third grade student will work
collaboratively with a partner to
create three different digital cookie
recipes (half, and double) to make a
cookie recipe book using an online
recipe book generator, scoring
12/16 or higher on the rubric.
Create 2.Design and develop digital age
Organizing learning experiences and assessments
information in a a. Design or adapt relevant learning
new way to design experiences that incorporate digital
a product. tools and resources to promote student
learning and creativity.
3.Model digital age work and learning
b. Collaborate with students, peers,
parents, and community members
using digital tools and resources to
support student success and
innovation.

Context:
Clearly describe how these objectives and this lesson incorporate CReaTE. Explain how this lesson addresses differentiation
tactics.

How does your lesson address the following?

A. Cognitive Complexity
Provide the CREATE levels and justify your ratings with examples of higher level thinking that are required of
pupils with the content in your lesson. Also, use statements from the CREATE Framework to justify the
CREATE levels.
Create Level 3: Investigating
Lesson examples:
- Teacher-lead interaction with content. They will be instructed to follow
certain steps to complete the project, but giving the freedom to decide with
their group members how they will complete the tasks.
- They will analyze a cookie recipe and create new recipes that are double
and half the size.
- They will evaluate their work and correct themselves along the way.
- The students will organize the new recipes into an online recipe book
format.
- The students will make one of the cookie recipes they create.
CReaTE Framework:
- The teacher will direct the students in converting their recipes into half and
double recipes.
- Analyze Level: Students will use prior knowledge of multiplication and
division to convert a single cookie recipe into a double and half recipe. The
students will need to organize the data to make two new recipes.
- Evaluate Level: Students will work with a partner. As they convert the
ingredient measurements they will be checking and critiquing their
calculations.
- Create Level: Students will produce a cookie recipe book with the three
recipes (the original recipe and two new recipes). Students will add pictures
 and directions to the recipes. Students will then test one of their recipes by
making the cookies.
B. Real World Provide the CREATE levels and justify your ratings with examples of engaged learning that are required of
pupils with the content in your lesson. Also, use statements from the CREATE Framework to justify the
CREATE levels.
Create Level 4: Integrating
Lesson examples:
- Students will use real cookie recipes that can be used at home.
- Students will be making the cookie recipe book using an online cookbook
generator.
- The students will make cookies to give to the teachers for teacher
appreciation week.
- Students will learn how to bake, while learning how to double or half a
recipe.
- Students will work with a partner.
CReaTE Framework:
- The project impacts the classroom and school. The students are making a
recipe cookbook for teachers in the school to celebrate teacher appreciation
week.
- Learning is integrated across subject areas. The project incorporates math,
reading, social studies, art, and computer (typing). The students will use
math to convert the recipes. The students will need to read the recipe to type
in the recipe into the online cook recipe book. The students will be working
with a partner to work on collaboration and team work. The arts are
integrated with the design of the recipes.

C. Technology integration Provide the CREATE levels and justify your ratings with examples of authentic learning that are required of
pupils with the content in your lesson. Also, use statements from the CREATE Framework to justify the
CREATE levels.
Create Level 3: Investigating
Lesson examples:
- After converting the recipes students will then type the recipes into an
online recipe book program to create their recipe book for the teachers. This
is an add-on to the main lesson.
- The students will work together to design the recipes into the cookbook.
The teacher will guide and facilitate the creation of the cookie recipe book.
CReaTE Framework:
- The technology is an add-on to the project. The students show mastery of
learning objective by converting a recipe from a single to a double and half
recipe. They dont need to make the cookie recipe book.
- The technology being used promotes collaboration among students because
the students will need to work with their partner to design and create the
pages for the three recipes. It also creates a partnership with the teacher
because the teacher will be there to guide and facilitate the students making
the cookie recipe book.
- It helps the students solve the problem of having to convert recipes into
double and half recipes. Along the way the students will have to analyze the
recipes, evaluate if their calculations are correct by checking and critiquing,
and create the cookie recipe book to demonstrate their understanding of how
to convert recipes.
D. Engaged learning Provide the CREATE levels and justify your ratings with examples of technology integration that are required
of pupils with the content in your lesson. Also, use statements from the CREATE Framework to justify the
CREATE levels.
Create Level 4: Integrating
Lesson examples:
- The students took a survey to get ideas and interests for the project.
- The students will partner with the teacher to decide on a cookie recipe.

E. Describe pupil characteristics
and diversity of your students; #
of pupils, gender, ethnicity,
academic levels, special needs,
include the results of the
learning styles survey of your
pupils
F. How will you differentiate
instruction for these diverse
students? Be sure to note the
tactic(s) you will be using from
the course.
Resources:
- The students will collaborate with their partner to double and half their
cookie recipe. The teacher will be there to facilitate and check the progress
of each group.
- The students will type and design their recipes into an online cookbook
generator to produce a cookie recipe book.
CReaTE Framework:
- The students partnered with the teacher to define the content. Before the
project was chosen, the students took a survey to get ideas on what topic
they would be interested in learning more about. The majority of students
chose cooking as the area and integrating multiple operations.
- The students will choose which cookie recipe they will work with.
- The students will collaborate and work with another student to convert the
recipes, and then the whole group to design the cookie recipe book.
Number of Students: 10
Diversity of Students: Hispanic:4, African American:3, Caucasian:3
Gender: 3 Males, 7 Females
Academic Level: 10 On or Above Grade Level
Learning Styles include Bodily/Kinesthetic, Interpersonal, Spatial, and Visual
For the group of students I have I will differentiate in a couple of ways.
I chose 2 students who have a hard time staying focused and on task. I will try to
make sure they a paired with a student who stays on task and completes their
work.
I will try to make sure pairs have students with different multiple intelligence
strengths.
Teaching Tactics:
1. Concrete, Semi-concrete, and Abstract (CSA) (Chapter 3 of Differentiating
Math Instruction) When students are converting the recipes to half and double
recipes, they will use manipulatives and fractional models to help them multiply
and divide the ingredient measurements. Students will be asked to start with a
concrete model, then draw a picture, and then write it in number form.
2. Guess-Assess-Tear Out (Chapter 2 of Differentiating Instruction) - This project
will be completed with several different groups doing different cookie recipes.
The students will be grouped based on ability level and behavior. Once one part
of the tasks is explained the groups who understand will tear out and go work on
converting the recipes on their own. Then I will continue to show how to
convert the recipes with the other groups. Eventually giving freedom to all
groups once I feel confident they can convert the recipes on their own. The same
will be done for the other parts of the project.
3. Multiple Intelligences (Chapter 1 of Differentiating Math Instruction) - Each
part of the project incorporates a different multiple intelligence to ensure each
student in the group is able to practice using the math skills we have learned in a
real-world setting. Bodily/Kinesthetic Intelligence will occur when the students
are able to move and use various resources to convert the recipes. Spatial
Intelligence will occur when using the manipulatives to convert the recipes.
Interpersonal Intelligence will occur with them working in groups and making
the cookie recipe book. Visual Intelligence when designing the cookie recipe
book through the online program.
 Use bullets to list all resources (i.e., all materials, software, files, websites, technology used for modeling instruction, including
specific technology applications) that will be used during the lesson. Include activity sheets and scoring rubrics to be used with
students in the Appendix of this lesson plan file. You must link to worksheets and rubrics that are in the Appendix of this file.
Give one to two sentences for each resource telling how it will be used in the lesson.

Pre-Assessment: This will be the assessment I give to the students before the start of the lesson to see what they already
know about doubling and halving whole numbers and fractions. The students must score 80% or higher to begin the guided
practice on their own. See Appendices A
Letter: This is the letter I will display on the smart board for all students to read. This will be the hook for the lesson and a
way to introduce the lesson. See Appendices B
Smart Board/Document Camera: The smart board and document camera will be used to display various documents
throughout the lesson, such as the letter, and guided practice cookie recipe. It will be used to show steps during guided
instruction. It will also be used to show the website where the students will make the cookbook.
Doubling and Halving a Recipe (Guided Practice): This is a worksheet that will be used to guide students through the
process of converting whole numbers and fractions. The teacher and students will work on this together. See Appendices C
Math Boxes/Manipulatives: Students have their own math box which they will be allowed to use during the entirety of the
lesson. In their math box they will use fraction strips, calculator, and unifix cubes. Other manipulatives are available to use,
but those will be the main ones.
Dry Erase Boards/Expo Markers: The students will use white boards and markers during guided instruction and
independent practice to work out problems and show work. They will use these tools to show the semi-concrete and
abstract form of each measurement.
Lined Paper: The students will use lined paper to write down the new measurements for their double and half recipes
during independent practice. They will turn this paper in to be graded.
Recipe 1- Soft Snickerdoodle Cookies: This is one of the cookie recipes that students can pick for the independent practice.
See Appendices D
Recipe 2- Peanut Butter Blossoms: This is one of the cookie recipes that students can pick for the independent practice. See
Appendices D
Recipe 3- Oatmeal-Raisin Cookies: This is one of the cookie recipes that students can pick for the independent practice.
See Appendices D
Recipe 4- Chewy Sugar Cookies: This is one of the cookie recipes that students can pick for the independent practice. See
Appendices D
Recipe 5- M&Ms Cookies: This is one of the cookie recipes that students can pick for the independent practice. See
Appendices D
Post-Assessment: This is the same assessment that was given before the beginning of the lesson. After students complete
the independent practice, they will be given the post-assessment to let me know who understands how to double and half
fractions and whole numbers. See Appendices A
Create My Cookbook Website (https://createmycookbook.com): This website will be used for the technology component
of the lesson. The students will use this program to design 3 recipe pages (the original recipe, double recipe, and half
recipe).
 Scoring Rubric for Converting Cookie Recipe: This rubric will be used by the teacher to score the content objective in the
lesson. Students will get a printed copy so they know what is expected to get at least 15/20 or higher. See Appendices E
Scoring Rubric for Digital Cookie Recipes: This rubric will be used by the teacher to score the technology objective in the
lesson. Students will get a printed copy so they know what is expected to get at least 15/20 or higher. See Appendices F
Instruction:
Give the objective number and text from your Goals and Objectives section above.
Describe the pre-assessment strategies for each objective. Copy the assessment to the Appendix and link to the assessment from this table.
Instruction:
o Describe the instructional activities you will use to engage students toward mastery of your objectives.
o Be sure that it is evident how your differentiation tactics are embedded in the lesson.
o Be sure that it is evident how CReaTE is embedded in your activities. All activity sheets you use must be included in the Appendix of this lesson file
(not a separate file).
o Bullets or numbered items preferred over lengthy paragraphs.
o If there were prior lessons providing background knowledge and skills, begin by briefly describing what pupils learned from those prior lessons.
There is no need to give those lesson activities here.
o Provide a description of the beginning, middle and end of the lesson.
Clearly state how you will assess student progress in meeting each objective, including performance criteria you will use. Include all written assessment measures
and rubrics in the Appendix of this lesson file (not a separate file). Link to your assessments/rubrics from this table.

Objective (# and text) Describe Instruction and Activities

Copy Content Objective here:
1.After the third grade student
picks a cookie recipe with a
partner, he/she will convert the
ingredients into a half and double
recipe by multiplying and
dividing whole numbers and
fractions, scoring 15/20 or higher
on the rubric.
Pre-Assessment: The students will be given a pre-assessment test to find what they already know about multiplying and
dividing whole numbers and fractions. The quiz consists of two recipes that could be used to make cookies. One recipe they
will have to double the ingredients, and on the other recipe they will have to half the recipe. The last question will ask them to
describe why it might be important to be able to manipulate recipes by halving and doubling. (See Appendices A)
The pre-assessment will be used to determine which students will be ready for the guided practice on their own. If the
students score 80% or higher on the pre-assessment, then after explaining the task they will be allowed to go start the
activity. The students who do not score 80% will stay with the teacher. The teacher will discuss and demonstrate how
to take a whole number and fraction and either double or half it.

Prior Knowledge: The students will have already learned the basics of multiplication and division. At this point in the year we
have learned and used all of our multiplication and division facts. The students have learned the term double when learning to
multiply by 2. The students have learned the term half when learning to divide by 2.

New Knowledge: Students will be learning a new skill in this lesson. The skill is related to 4th grade math. The students will
learn how to double and half fractions.

Review: The teacher will start the lesson by reviewing the skills previous learned during the year. First the teacher will ask,
What is a strategy I can use to multiply a number by 2? (Double). Give students some numbers to double (3, 8, 15, 4). How
would I write these numbers as a multiplication equation? Then the teacher will ask, What is a strategy I can use to divide a
number by 2? (Half or Halving). Give students some numbers to half (6, 10, 20, 8). How would I write these numbers as a
division equation?

Hook: The teacher will ask several questions to start a discussion on where the doubling and halving strategy can be used in
real-world situations.
- Where might we need to use the doubling strategy?
- Where might we need to use the halving strategy?
 Students should be able to give responses like eating dinner (cutting a pizza in half), buying items at the store for a certain
number of people (2 boxes with 8 snacks in each is 16), and pairs of socks they have. If students do not mention cooking, the
teacher will want to focus their attention on how using the doubling and halving strategy can be used to cook and bake.
Then ask:
- Why might someone need to double a recipe?
- Why might someone need to half a recipe?
- Why is it an important skill to be able to do?

Then the teacher will grab the students attention by presenting the scenario:

Dear Third Grade Students,

Your grade level has been chosen to complete a very important project for teacher appreciation week. By completing this
project you are speaking for the whole student body about how much you appreciate all that the teachers and staff do for you at
this school.
First, you are in charge of making enough cookies to give at least one to each faculty member. Second, you will need to put all
the cookie recipes into a recipe book to give to faculty members. You will need to find a partner and pick a cookie recipe.
Sounds simple, but there is a catch!
Before you can make the cookies you must take your recipe and double and half the recipe to make two new recipes. Once you
have created the new recipes, you and your partner will type the recipes into an online cookbook generator to make the recipe
book.
Good luck! I know you will do a great job to show your appreciation.

Your Principal,
Mr. Labrillazo

(See Appendices B)

Guided Instruction: After presenting the letter to the students, the teacher will demonstrate how to double and half a recipe by
working through a recipe together.

The teacher will present the following cookie recipe:

Original Nestle Toll House Chocolate Chip Cookies

2 1/4 cups all-purpose flour
1 teaspoon baking soda
1 teaspoon salt
1 cup (2 sticks) butter, softened
3/4 cup granulated sugar
3/4 cup packed brown sugar
1 teaspoon vanilla extract
2 large eggs
2 cups (12-oz. pkg.) NESTL TOLL HOUSE Semi-Sweet Chocolate Morsels
 1 cup chopped nuts

The students will get their math boxes out with all the manipulatives they might need to work through doubling and halving the
recipe above. The students will also have white boards and markers to use to work out the calculations. The students will have a
worksheet with the ingredients listed for this recipe. (See Appendices C)

The teacher will start by saying, We are going to first double this recipe. Lets look at the first ingredient: 2 cups. What
numbers do we have in 2 ? Students should respond with a whole number and fraction. How would could we double this
mixed number (A whole number and fraction together). Let students come up with some ideas.
Explain, the easiest way to double the mixed number is to split it into the whole number and fraction.
Have the students show with a concrete representation would look like doubling 2.
Have students use their white boards and draw a visual representation of the concrete form.
Then have the students write the abstract form of doubling 2 (2x2=4). So, doubling the whole number would be 2.
Next the teacher will discuss how to double fractions.
Have students show the fraction using a fraction strip.
Then have students demonstrate what would be if it was doubled. They should show the fraction 2/4 as fraction
strips for the concrete form.
Then the student will represent and 2/4 in a semi-concrete form.
Last, have students try to represent doubling to 2/4 (1/4 x 2=2/4).
On the recipe worksheet have the students write the new number doubled: 4 2/4 cups or 4 cups.

The teacher will continue to go through doubling each ingredient. If a teacher feels like there are students who understand how
to double whole numbers and fractions, then the teacher will have that group continue to work independently using the Guess-
Assess-Tear Out Strategy. The rest of the students will continue to work with the teacher. Eventually the goal should be for all
students to be doubling on their own.

After all students have completed doubling the recipe, the students will turn the paper over and practice halving the recipe.

The teacher will start by saying, We are now going to half the recipe. Lets look at the first ingredient: 2 cups. Once again
what numbers do we have in 2 ? Students should know there is a whole number and fraction.
Start by having the students represent 2 with manipulatives.
Then have them show what half of 2 would be.
Next, have the students show 2 halved using a semi-concrete representation.
Last, students show 2 halved in an abstract way with an equation (22=1).
Do the same steps for the fraction . Start by having the students represent using fraction strips.
Then discuss with the students how to figure out half of 1/4. The teacher will guide the students by saying, Think of
a fraction that is half the size of 1/4. Is there a fraction in your fraction strips that is half the size of ?
Students should eventually come to the conclusion that a fraction that is half of is 1/8.
The students will represent halving to 1/8 in a semi-concrete form.
Last, the students will write an equation to show half of (1/42=1/8).
On the recipe worksheet have the students write the new number halved: 1 1/8 cups

Copy Technology Objective here:
2.The third grade student will
work collaboratively with a
partner to create three different
digital cookie recipes (half,
single, and double) to make a
cookie recipe book using an
online recipe book generator,
scoring 15/20 or higher on the
rubric.
The teacher will continue to go through halving each ingredient. If a teacher feels like there are students who understand how to
half whole numbers and fractions, then the teacher will have that group continue to work independently using the Guess-
Assess-Tear Out Strategy. The rest of the students will continue to work with the teacher. Eventually the goal should be for all
students to be halving on their own.
Independent Practice: Now that students have a basic knowledge of how to double and half a recipe, it will be their turn to do
it independently. The teacher will partner students up based on their multiple intelligence strengths and behavior. After the
teacher pairs the students up, she will allow them to pick a cookie recipe that she has already printed off. (See Appendices D)
Once the students have their cookie recipe they will begin doubling and halving the ingredients. The students will be given 2
pieces of paper to write down the new measurements for each ingredient. The first piece of paper will be for doubling, while the
second piece of paper will be for halving.
The teacher will allow the students to work with their partner to figure out the new measurements. The students will still be
expected to make the concrete, semi-concrete, and abstract form of the numbers to help them through the process of converting
the numbers.
The teacher will only intervene if students are struggling and getting frustrated on a certain measurement.
When students are finished, they will check and critique their new recipes to make sure they converted all the ingredients
correctly. After the students check their work, they will turn it in to the teacher to check. The teacher will grade the two new
recipes with a scoring rubric (See Appendices E).
Once students have completed the independent activity, they will be ready to move on to the technology component.
Post-Assessment: The students will be given the same test as the pre-test (See Appendices A) to see if the students can master
doubling and halving whole numbers and fractions.
Guided Instruction: The class will move on to the technology component together. As a class, the students will go through the
steps to design the cookbook online. The teacher will put the website on the smartboard and together they will go through the
tutorial to learn how to use the different features.
- The website is called, Create My Cookbook
- https://createmycookbook.com
After the tutorial, the teacher will demonstrate how to make a recipe page by using the Chocolate Chip Cookie recipe that was
used at the beginning of the lesson. The teacher will show how to design and organize the different components of the recipe
and add pictures.
Independent Practice: Once the students understand how to use the website, they will log-in to the website with their partner
on a classroom chrome book. The students will type in the three recipes (the original recipe, double recipe, and half recipe).
They will type in the directions, and pictures, etc. They will be allowed freedom to design each recipe page the way they want.
When all groups have designed their pages for each recipe, the teacher will order the recipe book. The students will be able to
see their final product.
Summative Assessment: To finish up the project, the students will present their recipe pages to the other members of the class.
They will discuss with the class the difference between the recipes, why they designed and organized the page the way they did,
and the importance of being able to double and half recipes when cooking and baking. The teacher will score their digital
recipes with a scoring rubric (See Appendices F).

The week of teacher appreciation week, the students will work with the teacher to make one of their cookie recipes to bake and
share with the faculty in the school. The students will also distribute cookbooks to all teachers.
References:
Include five or more annotated APA references. Annotations should be complete sentences, describe source contents, and how the
source was used in creating your lesson. Be sure to cite and reference information you borrowed about your authentic topic,
differentiation tactics, rubrics, pictures, etc.

All Recipes (2017). Chewy sugar cookies. Retrieved from http://allrecipes.com/recipe/22850/chewy-sugar-

cookies/
This website was used copy the ingredients and directions for Chewy Sugar Cookies into a word
document. The recipe was one of the recipes the students were allowed to choose from for their
independent practice with a partner. The students took this recipe and made two new recipes from it,
one was a double recipe and the other a half recipe.
Bender, William N. (2009). Differentiation math instruction: Strategies that work for K-8 classrooms.
Thousand Oaks, CA: Corwin: A SAGE Company.
This book teaches educators ways to differentiate in the math classroom. This book was used to
identify the differentiation strategies that would be used during the lesson to help engage all students.
Three strategies were used from this book. They are multiple intelligences, CSA (Concrete, Semi-
Concrete, and Abstract), and Guess-Assess-Tear Out.
Betty Crocker (2017). Oatmeal-raisin cookies. Retrieved from
https://www.bettycrocker.com/recipes/oatmeal-raisin-cookies/8a07726c-0056-4953-bd57-
5fbb7b285bd9
This website was used copy the ingredients and directions for Oatmeal-Raisin Cookies into a word
document. The recipe was one of the recipes the students were allowed to choose from for their
independent practice with a partner. The students took this recipe and made two new recipes from it,
one was a double recipe and the other a half recipe.
Common Core State Standards Initiative (2017). Mathematics standards. Retrieved from
http://www.corestandards.org/Math/
This website was used to identify the Common Core State Standards that were meet during the lesson.
This let me know what standards the lesson would be covering.
Create My Cookbook (2017). Create my cookbook. Retrieved from http://createmycookbook.com/home
This website was used to create the digital cookie recipe book. The students used this website to type
the ingredients and directions for their recipes (original, double, and half recipe). They used the recipe
generator to create and design each recipe page. The website helped them to compile all the recipes
and make a cookbook that could be printed.
Food (2017). Soft snickerdoodle cookies. Retrieved from http://www.food.com/recipe/soft-snickerdoodle-
cookies-97496
This website was used copy the ingredients and directions for Soft Snickerdoodle Cookies into a word
document. The recipe was one of the recipes the students were allowed to choose from for their
independent practice with a partner. The students took this recipe and made two new recipes from it,
one was a double recipe and the other a half recipe.
Hersheys (2017). Peanut butter blossoms. Retrieved from
https://www.hersheys.com/en_us/recipes/5191/peanut-butter-blossoms.html
This website was used copy the ingredients and directions for Peanut Butter Blossoms into a word
document. The recipe was one of the recipes the students were allowed to choose from for their
independent practice with a partner. The students took this recipe and made two new recipes from it,
one was a double recipe and the other a half recipe.
International Society for Technology in Education (2008). ISTE standards: Teachers. Retrieved from
http://www.iste.org/standards/standards/standards-for-teachers
This website gives the standards teachers should teach students to engage them in technology
experiences or when using technology in the classroom. This website was used to access the standards
used for the technology component of the lesson.
Joy of Baking (2017). M&Ms cookies recipe & video. Retrieved from
http://www.joyofbaking.com/MandMCookies.html
This website was used copy the ingredients and directions for M&M Cookies into a word document.
The recipe was one of the recipes the students were allowed to choose from for their independent
practice with a partner. The students took this recipe and made two new recipes from it, one was a
double recipe and the other a half recipe.
Utah Education Network (2011). Doubling and halving a recipe. Retrieved from
http://www.uen.org/Lessonplan/preview.cgi?LPid=28666
This website was used to get an idea for a pre-assessment and post-assessment for the Doubling and
Halving Cookie Recipe Lesson. Two of the cookie recipes in the lesson were taken and used for the
pre-assessment and post-assessment that was given to the students at the beginning and end of the
lesson.
Very Best Baking (2017). Original nestle toll house chocolate chip cookies. Retrieved from
https://www.verybestbaking.com/recipes/18476/original-nestle-toll-house-chocolate-chip-cookies/
This website was used copy the ingredients for Original Nestle Toll House Chocolate Chip Cookies
into a word document. The recipe was used during the guided instruction part of the lesson. The
teacher and students worked through changing the measurements for each ingredient into a half and
double recipe.
Appendix:
Include all student activity sheets, assessments, and rubrics in this section.

Appendices A

Pre-Assessment for Doubling and Halving Cookie Recipes Lesson

Name:_______________________________ Date:________________

1.Your assignment is to take the recipe below and cut it in half. Show your math calculations!

PEANUT BUTTER FUN-FILLED COOKIES

Regular Recipe Half Recipe

c butter or margarine ____ c butter or margarine

cup sugar ____ c sugar

1/3 cup peanut butter ____ c peanut butter

1 egg ____ egg

tsp vanilla ____ tsp vanilla

1 cups flour ____ c flour

tsp baking soda ____ tsp baking soda

tsp salt ____ tsp salt

1 package (8 oz) Reeces Baking Pieces ____ oz Reeces Baking Pieces

 Pre-Assessment for Doubling and Halving Cookie Recipes Lesson

PEANUT BUTTER FUN-FILLED COOKIES-KEY

Regular Recipe Half Recipe

c butter or margarine c butter or margarine

cup sugar 3/8 or and 1/8 c sugar

1/3 cup peanut butter 1/6 c or 8 tsp. peanut butter

1 egg 1/8 cup or 2 Tbsp. egg

tsp vanilla tsp vanilla

1 cups flour 5/8 or and 1/8 c flour

tsp baking soda tsp baking soda

tsp salt 1/8 tsp salt or a pinch

1 package (8 oz)Reeces Baking Pieces 4 oz Reeces Baking Pieces

 Pre-Assessment for Doubling and Halving Cookie Recipes Lesson

Name:_______________________________ Date:________________

1. Your assignment is to take the recipe below and double it. Show your math calculations!

Chocolate Chip Oatmeal Cookies

Ingredients: Doubled Amount:

cup shortening ______ cup shortening

1/3 cup brown sugar ______cup brown sugar

1/3 cup sugar ______ cup sugar

1 egg ______ egg

teaspoon soda ______ tsp. soda

1 teaspoons water ______ tsp. water

teaspoon vanilla ______ tsp. vanilla

teaspoon salt ______ tsp. salt

cup flour ______ cups flour

1 cups oatmeal ______ cups oatmeal

1 cup chocolate chips ______ cups chocolate chips

 Pre-Assessment for Doubling and Halving Cookie Recipes Lesson

Chocolate Chip Oatmeal Cookies-KEY

Ingredients: Doubled Amount:

cup shortening 1 cup shortening

1/3 cup brown sugar 2/3 cup brown sugar

1/3 cup sugar 2/3 cup sugar

1 egg 2 egg

teaspoon soda 1 tsp. soda

1 teaspoons water 3 tsp. water

teaspoon vanilla 1 tsp. vanilla

teaspoon salt 1 tsp. salt

cup flour 1 cups flour

1 cups oatmeal 3 cups oatmeal

1 cup chocolate chips 2 cups chocolate chips

 Pre-Assessment for Doubling and Halving Cookie Recipes Lesson

Name:_______________________________ Date:________________

3.Short-Answer Response: Use the lines provided to answer the questions below.

A. Explain why it is an important skill to be able to take recipes and change the ingredients either by halving or doubling?
Give at least 2 reasons why.

B. Give 2 examples of when you might need to double or half a recipe.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________
 Appendices B

Dear Third Grade Students,

Your grade level has been chosen to complete a very important project for teacher appreciation week.
By completing this project you are speaking for the whole student body about how much you appreciate all
that the teachers and staff do for you at this school.

First, you are in charge of making enough cookies to give at least one to each faculty member. Second,
you will need to put all the cookie recipes into a recipe book to give to faculty members. You will need to find
a partner and pick a cookie recipe. Sounds simple, but there is a catch!

Before you can make the cookies you must take your recipe and double and half the recipe to make
two new recipes. Once you have created the new recipes, you and your partner will type the recipes into an
online cookbook generator to make the recipe book.

Good luck! I know you will do a great job to show your appreciation.

Your Principal,
Mr. Labrillazo
 Appendices C

Doubling and Halving a Recipe (Guided Practice)

Name:_______________________________ Date:________________

Original Nestle Toll Double Nestle Toll

House Chocolate Chip House Chocolate
Cookies Recipe Chip Cookies Recipe
2 cups all-purpose

flour
1 teaspoon baking soda

1 teaspoon salt

1 cup (2 sticks) butter,

softened
cup granulated sugar

cup packed brown

sugar
1 teaspoon vanilla

extract
2 large eggs

2 cups (12-oz.

pkg.) NESTL TOLL

HOUSE Semi-Sweet
Chocolate Morsels
1 cup chopped nuts
 Original Nestle Toll Half Nestle Toll
House Chocolate Chip House Chocolate
Cookies Recipe Chip Cookies Recipe
2 cups all-purpose

flour
1 teaspoon baking soda

1 teaspoon salt

1 cup (2 sticks) butter,

softened
cup granulated sugar

cup packed brown

sugar
1 teaspoon vanilla

extract
2 large eggs

2 cups (12-oz.

pkg.) NESTL TOLL

HOUSE Semi-Sweet
Chocolate Morsels
1 cup chopped nuts
 Doubling and Halving a Recipe (Guided Practice)- KEY
Name:_______________________________ Date:________________

Original Nestle Toll Double Nestle Toll

House Chocolate Chip House Chocolate
Cookies Recipe Chip Cookies Recipe
2 cups all-purpose 4 2/4 cups or 4 cups
flour
1 teaspoon baking soda 2 teaspoons
1 teaspoon salt 2 teaspoons
1 cup (2 sticks) butter, 2 cups (4 sticks)
softened
cup granulated sugar 6/4 cups or 1 2/4 cups
or 1 cups
cup packed brown 6/4 cups or 1 2/4 cups
sugar or 1 cups
1 teaspoon vanilla 2 teaspoons
extract
2 large eggs 4 large eggs
2 cups (12-oz. 4 cups (24-oz. pkg.)
pkg.) NESTL TOLL
HOUSE Semi-Sweet
Chocolate Morsels
1 cup chopped nuts 2 cups
 Original Nestle Toll Half Nestle Toll
House Chocolate Chip House Chocolate
Cookies Recipe Chip Cookies Recipe
2 cups all-purpose 1 1/8 cups
flour
1 teaspoon baking soda teaspoon
1 teaspoon salt teaspoon
1 cup (2 sticks) butter, cup (1 stick)
softened
cup granulated sugar 3/8 cup
cup packed brown 3/8 cup
sugar
1 teaspoon vanilla teaspoon
extract
2 large eggs 1 large egg
2 cups (12-oz. 1 cup (6-oz. pkg.)
pkg.) NESTL TOLL
HOUSE Semi-Sweet
Chocolate Morsels
1 cup chopped nuts cup
 Appendices D

Soft Snickerdoodle Cookies

http://www.food.com/recipe/soft-snickerdoodle-cookies-97496

Ingredients
1cup butter
1 1 2cups sugar
2large eggs
2 3 4cups flour
2teaspoons cream of tartar
1teaspoon baking soda
1 4teaspoon salt

3tablespoons sugar
3teaspoons cinnamon

Directions
1. Preheat oven to 350F.
2. Mix butter, 1 cups sugar and eggs thoroughly in a large bowl.
3. Combine flour, cream of tartar, baking soda and salt in a separate bowl.
4. Blend dry ingredients into butter mixture.
5. Chill dough, and chill an ungreased cookie sheet for about 10-15 minutes in the
fridge.
6. Meanwhile, mix 3 tablespoons sugar, and 3 teaspoons cinnamon in a small
bowl.
7. Scoop 1 inch globs of dough into the sugar/ cinnamon mixture.
8. Coat by gently rolling balls of dough in the sugar mixture.
9. Place on chilled ungreased cookie sheet, and bake 10 minutes.
10. Remove from pan immediately.
Peanut Butter Blossoms
https://www.hersheys.com/en_us/recipes/5191/peanut-butter-blossoms.html

Ingredients
48 HERSHEYS KISSES Brand Milk Chocolates
cup shortening
cup REESES Creamy Peanut Butter
1/3 cup granulated sugar
1/3 cup packed light brown sugar
1 egg
2 tablespoons milk
1 teaspoon vanilla extract
1-1/2 cups all-purpose flour
1 teaspoon baking soda
teaspoon salt
1/3 cup additional granulated sugar for rolling (optional)
Directions
1. Heat oven to 375F. Remove wrappers from chocolates.
2. Beat shortening and peanut butter in large bowl until well blended. Add 1/3 cup granulated sugar
and brown sugar; beat until fluffy. Add egg, milk and vanilla; beat well. Stir together flour, baking
soda and salt; gradually beat into peanut butter mixture.
3. Shape dough into 1-inch balls. Roll in granulated sugar, if desired; place on ungreased cookie
sheet.
4. Bake 8 to 10 minutes or until lightly browned. Immediately press a chocolate into center of each
cookie; cookie will crack around edges. Remove from cookie sheet to wire rack. Cool completely.
Makes about 48 cookies.
 Oatmeal-Raisin Cookies
https://www.bettycrocker.com/recipes/oatmeal-raisin-cookies/8a07726c-0056-4953-bd57-
5fbb7b285bd9

Ingredients

2/3cup granulated sugar

2/3cup packed brown sugar
cup butter or margarine, softened
cup shortening
1teaspoon baking soda
1teaspoon ground cinnamon
1teaspoon vanilla
teaspoon baking powder
teaspoon salt
2eggs
3cups quick-cooking or old-fashioned oats
1cup Gold Medal all-purpose flour
1cup raisins, chopped nuts or semisweet chocolate chips, if desired

Steps
1Heat oven to 375F. In large bowl, beat all ingredients except oats,
flour and raisins with electric mixer on medium speed, or mix with
spoon. Stir in oats, flour and raisins.
2On ungreased cookie sheet, drop dough by rounded tablespoonfuls
about 2 inches apart.
3Bake 9 to 11 minutes or until light brown. Immediately remove from
cookie sheet to cooling rack.
 Chewy Sugar Cookies
http://allrecipes.com/recipe/22850/chewy-sugar-cookies/

Ingredients

25 minutes 30 servings 172 calories

2 cups all-purpose flour
1 teaspoon baking soda
1/2 teaspoon salt
1 cups margarine

2 cups white sugar

2 eggs
2 teaspoons vanilla extract
1/4 cup white sugar for decoration

Directions

Prep10 m
Cook15 m
Ready In25 m

2. Preheat oven to 350 degrees F (175 degrees C). In a medium bowl, stir
together the flour, baking soda, and salt; set aside.
3. In a large bowl, cream together the margarine and 2 cups sugar until light and
fluffy. Beat in the eggs one at a time, then the vanilla. Gradually stir in the dry
ingredients until just blended. Roll the dough into walnut sized balls and roll the
balls in remaining cup of sugar. Place cookies 2 inches apart onto ungreased
cookie sheets and flatten slightly.
4. Bake for 8 to 10 minutes in the preheated oven, until lightly browned at the
edges. Allow cookies to cool on baking sheet for 5 minutes before removing to
a wire rack to cool completely.
M&MsCookies: http://www.joyofbaking.com/MandMCookies.html

Ingredients:

2 cups (260 grams) all purpose flour

1 teaspoons baking soda

teaspoon salt

cup (170 grams) unsalted butter, room temperature

2/3 cup (130 grams) granulated white sugar

2/3 cup (140 grams) firmly packed light brown sugar

1 large egg

1 large egg yolk

1 teaspoons pure vanilla extract

1 cup (200 grams) M&Ms or Smartiescandies

Directions:
1. Preheat oven to 350 degrees F (177 degrees C). Place one oven rack in the top third of the oven, and one
oven rack in the bottom third of the oven. Line two baking sheets with parchment paper.

2. In a large bowl, whisk together the flour, baking soda, and salt.

3. In the bowl of your electric mixer (or with a hand mixer), beat the butter and sugars until light and fluffy
(about 2 3 minutes). Scrape down the sides of the bowl. Add the egg and egg yolk, beating until well
combined. Beat in the vanilla extract.

4. Gradually add the flour mixture to the creamed mixture and beat just until incorporated. Scrape down the
sides of the bowl as needed. (If batter is soft, cover and refrigerate for 30 to 60 minutes or until firm.)

5. Using a cup (60 ml), an ice cream scoop, or two spoons, form batter into large balls. Place six balls of
dough on each baking sheet. Gently flatten each ball of dough into a 2 inch (6.5 cm) round. Completely
cover the tops of the cookies with the M&Ms or Smarties. Gently press the candies into the dough. Bake
the cookies for about 14 17 minutes, rotating the baking sheets halfway through the baking time. The
cookies are done when they are light golden brown in color and just set around the edges. They will still seem
a little soft in the center but they will firm up as they cool. Remove from oven and let the cookies cool a few
minutes on the baking sheet before transferring them to a wire rack to cool.

Makes about 15 large cookies.

 Appendices E

Scoring Rubric for Converting Cookie Recipe

4 3 2 1
Correct The student The student The student The student
Calculations converts all converts most converts some converts no
measurements measurements of the measurements
correctly with correctly with a measurements correctly with
no errors for couple errors correctly with many errors for
doubling and for doubling some errors for doubling and
halving recipes. and halving doubling and halving recipes.
recipes. halving recipes.
Show Work The student The student The student The student
shows all work shows most shows some shows no work
for converting work for work for for converting
the converting the converting the the
measurements measurements measurements measurements
for doubling for doubling for doubling for the doubling
and halving and halving and halving and halving
recipes. recipes. recipes. recipes.
Organization The student The student The student The student
organizes the organizes most organizes some organizes none
new of the new of the new of the new
measurements measurements measurements measurements
in order like the in order like the in order like the in order like the
original recipe. original recipe. original recipe. original recipe.
The student The student The student The student
distinguishes distinguishes doesnt doesnt
which recipe is which recipe is distinguish distinguish
double and half. double and half. which recipe is which recipe is
double and half. double and half.
Neatness All calculations, Most Some None of the
work, and calculations, calculations, calculations,
organization is work, and work, and work, and
neat and easy organization is organization is organization is
to read. neat and easy neat and easy neat and easy
to read. to read. to read.

Novice: 4/16
Apprentice: 8/16
Proficient: 12/16
Distinguished: 16/16
 Appendices F

Scoring Rubric for Digital Cookie Recipes

4 3 2 1
2 Recipes The student The student The student The student
designs 2 digital designs 1 digital designs 1 digital designs 0 digital
cookie recipes cookie recipes cookie recipes cookie recipes
using the online using the online using the online using the online
program. All parts program. All parts program. All parts program. All parts
are present (Title, are present (Title, are present (Title, are present (Title,
Ingredients, Ingredients, Ingredients, Ingredients,
Directions, Directions, Directions, Directions,
Picture) Picture) Picture) Picture)
Creativity The student The student The student The student shows
shows creativity, shows creativity, shows creativity, creativity, thought,
thought, and thought, and thought, and and effort in
effort in designing effort in designing effort in designing designing 0
all 2 recipes. 1 recipes. 1 recipe. recipes.
Organization The student The student The student The student
organizes the 2 organizes only 1 organizes only 1 organizes 0 recipes
recipes so they recipes so they recipe so they are so they are easy to
are easy to follow are easy to follow easy to follow and follow and
and understand. and understand. understand. understand.
1. Title 1. Title 1. Title 1. Title
2. Ingredients 2. Ingredients 2. Ingredients 2. Ingredients
3. Directions 3. Directions 3. Directions 3. Directions
Neatness All 2 recipes are 1 recipes are neat 1 recipe is neat 0 recipes are neat
neat and easy to and easy to read. and easy to read. and easy to read.
read.

Novice: 4/16
Apprentice: 8/16
Proficient: 12/16
Distinguished: 16/16
These sections must be completed AFTER you teach the lesson.

IMPACT: Reflection/Analysis of Teaching and Learning

1. INSTRUCTIONAL DECISIONS:
Describe one occasion when pupil responses or other performance/ behavior required a change (adaptation) in your
instruction from the original lesson plan. Do not describe administrative activities such as setting up equipment. Describe
changes made in your instruction for pupils. Explain what was done, for which objective, and how the change improved
pupil learning for that objective. Was it done for one pupil or for the whole group?

One time where I adapted my original lesson plan was during the independent practice. During the guided instruction the
students were shown how to half and double whole numbers and fractions. The students seemed to have the skill of halving
fractions when we were doing it together. However, once the students started working on their own recipes during the
independent practice I still had to give a great deal of help with halving the fractions. Instead of the students attempting to
do it on their own and struggle with doubling and halving fractions, I gave more scaffolding for those that needed it. There
were about 4 of the students who still needed some guiding. I would point them in the right direction and ask them
questions that would make them think about how to go about halving the fraction or doubling it. So, the objective that
given more support was the content objective, After the third grade student picks a cookie recipe with a partner, he/she
will convert the ingredients into a half and double recipe by multiplying and dividing whole numbers and fractions, scoring
15/20 or higher on the rubric. By giving this extra support the students started to better understand how to half and double
fractions. It is a fourth grade standard, but after giving the extra support I think students were better able to master the
content objective. When given the post-test at the end of the lesson, the students improved greatly on halving and doubling
whole numbers and fractions. All of the students failed the pre-test before the beginning of the lesson. After the lesson,
greater than 80% passed the post-test.

2. ANALYSIS OF PUPIL LEARNING:

a. Discussion of pupil performance at CREATE levels:
Consider your instructional target CREATE levels, did pupils perform at these levels? Why or why not?

Cognitive Complexity (Level 3 Investigating): Yes, the students performed at this level. The teacher led the guided practice
to teach the students how to double and half whole numbers and fractions. They did some correcting of their independent
work, but the teacher still stepped in to help students when they needed it. The students were able to choose their group
members and cookie recipe. The students created two new recipes from the original recipe. Lastly, they made an online
cookbook with their new cookie recipes.

Real World (Level 4 Integrating): Yes, the students performed at this level. The students chose real cookie recipes and
worked with a partner to make new double and half recipes. The students made a cookie recipe book using an online
program. The online thing the students havent done yet is make the cookies for the teachers. The students are waiting until
the teacher appreciation week to make the cookies and give to teachers.

Technology Integration (Level 3: Investigating): Yes, the students performed at this level, because it was an add-on to
learning the content. The students made a cookie recipe book using an online recipe book program. The teacher guided the
students while they made the recipe book online. They needed help typing some of the content and uploading pictures for
their recipes.

Engaged Learning (Level 4: Integrating): Yes, the students performed at this level. The teacher allowed the students to
choose the recipe they were most interested in working with and making. The teacher also allowed them to choose their
partner, so they would work well together. Before the lesson the teacher gathered information from a survey the students
completed to figure out what topic they would most be interested in learning. The students engaged in making a cookie
recipe book. They were able to design the page layout, font, and color; they even added pictures.
b. Discussion of pupil performance using the differentiation tactic(s):
Consider the differentiation tactic(s) you used in this lesson; describe pupil performance using the tactic(s). What was the
impact on pupil learning?

I used three differentiation tactics during this lesson. I think the use of these tactics had a positive impact on student
learning. One of the tactics I used was the CSA model (Concrete, Semi-concrete, and Abstract). This tactic was helpful
during the guided practice. The students started by either making the whole number or fraction. Then we double or halved
the number or fraction using manipulatives. Then we drew a picture. Last, they wrote an equation to find the double or
halved number or fraction. Without the concrete representation of the fractions the students would have had a very hard
time understanding how to half a fraction or double it. Before the lesson, the students wanted to double the numerator and
denominator. One I showed them with fraction strips how to double fractions, a light bulb clicked on for all of them.
Halving the fractions was the same way. I had to show them how to find a fraction that was half the size of the original
fraction.

Another differentiation tactic I used was the Guess-Assess-Tear Out tactic. During the guided practice, I did one or two
problems with them that had doubling and halving a whole number and fraction. There were about 4 students who caught
on quickly to doubling the ingredients, so I let them finish doubling the ingredients on their own. This allowed me to work
with the other 6 students who still had trouble with the fractions. After I helped them convert a couple more ingredients
they were able to finish doubling the recipe. The same tactic was used when we converted the recipe into a half recipe.
Some students caught on quickly, while others did not. This allowed me to help individuals who were struggling to grasp
the concept of halving fractions and whole numbers.

The last differentiation tactic I used was multiple intelligences. Throughout different parts of the lesson I incorporated
different intelligences to engage students and help them understand the content. I will use the bodily/kinesthetic
intelligence when the students make the cookies. The special intelligence was used when the students used the
manipulatives during guided instruction and independent practice. The interpersonal intelligence was used during the
independent practice when the students were able to work with a partner to convert the recipe and also while they were
typing and designing their recipe page in the cookbook. The visual intelligence was used designing the cookie recipe book
through the online program. Without using multiple intelligences I wouldnt have been able to engage and reach all the
students in the groups. Each student benefited from these intelligences. They were engaged in the lesson and motivated to
do well on their work.

c. Narrative describing performance:

Describe the relationship between the formative observations of pupils for each objective.

There was one group who finished doubling and halving their recipe quickly. When I went to check over their recipes. I
found a common mistake. When they were doubling fractions, they doubled the numerator and the denominator. I had to
go back over how to double fractions. Then they corrected their work. They scored 15/16 for the content objective. This
group scored a 16/16 on the technology objective. They typed the two recipes into the program. They neatly organized the
information.

Another group took their time and converted the ingredients for the most part by themselves. They only asked me once or
twice how they would convert the fractions if they were halving the ingredient. I had to point them in the right direction
and then they were able to get the answer. They scored a 16/16 for the content objective. For the technology objective the
group scored 16/16; however one of the partners had a difficult time staying focused on typing the recipe, so the other
students stepped up and help their partner finish their recipes. Most partner groups split the task up. One partner took the
double recipe, while the other partner took the half recipe.

The next partner group struggled a little bit with converting the fractions into double and half measurements. They came to
me often and asked for help or clarification. I observed that they didnt want to get the measurements incorrect because
they would always double check with me before moving on to the next ingredient. However, the recipe the group had was
a little more challenging than others. It contained more ingredients and the ingredients contained more fractions than whole
numbers, which were more difficult for this group. Based on observations and performance this group scored a 12/16 on
the content objective because they received a lot of help on converting the fractions. These observations informed me that
these students dont fully understand how to double and half fractions. For the technology objective the pair scored a 16/16
on the rubric because they typed both recipes into the cookbook and they were neat and organized in their presentation of
the recipes.
 The fourth group did really well on double and halving their recipes. I think I helped them once or twice to clarify a
question with doubling and halving fractions. They scored a 16/16 on the content objective. When they turned in their new
recipes all of the conversions were correct. For the technology objective, they also scored a 16/16 because they meet all the
criteria for their two recipes. They typed the directions and ingredients, they organized the information neatly, and included
a picture.

The last group struggled the most. I observed that they had difficulty working together, which is why they were the last
group to finish converting their ingredients into a double and half recipe. They didnt organize the new ingredients very
well which made it difficult for them to keep track of which ingredients they had already converted. They did ask for
clarification and help on how to convert some of the fractions. Due to their new recipes not being neat and organized, and
asking for help converting some of the ingredients they scored an 11/16 on the content objective. For the technology
component they scored an 8/16 because they couldnt stay focused on typing their ingredients, thus they didnt complete
typing and designing their two recipes when all the other groups did. They had to take an extra day to complete the
technology objective.

d. Conclusions about overall pupil performance in unit:

Draw conclusions about the differences in pupil achievement. Draw conclusions about pupil mastery of both of your
objectives. Did pupils meet your criteria? Discuss.

For the content objective of converting a recipe into a double and half recipe, 6 out of 10 students received a distinguished
score (16/16 or 15/16). There were 4 students who received a proficient score (12/16 or 11/16). These four students
struggled a little bit with converting fractions. Specifically, they had difficulty halving the fractions in their recipes.
Another reason two students didnt do so well because they didnt organize their recipes and their work was not neat. It
was hard to follow. If these students would have organized their work better, they probably would have had a distinguished
score. They understood the concept of halving and doubling fractions. They mainly asked for confirmation that they
conversions were correct. I think the reason these two students didnt perform as well as they should have because of their
partner. When they first picked each other to be partners I questioned the pairing. Except I couldnt change their partners
because everyone else had already picked their partner and I didnt want to upset a group if I made them partner with a
student they didnt want to. The other two students who didnt perform well didnt have the confidence in themselves to
convert the fractions. They constantly wanted me to be by their side checking and helping them with converting their
fractions.

For the technology component of typing and designing two recipes into an online cookbook program. 8 out of 10 students
received a distinguished score of 16/16 because they meet all the criteria for the rubric. There were 2 students who didnt
meet mastery and received an 8/16 on the technology objective, which is an apprentice score. The reason 8 out of 10
students meet mastery because they worked with their partner and helped each other out. They stayed on task and finished
their recipes. However, the two students who didnt meet mastery could have received a distinguished score. They had the
capability. The reason they didnt meet master is because they couldnt stay focused on their work and typing. The other
student was almost done typing all the ingredients, but forgot to save his work. So they were not focused on their work.
They spent too much time talking and were slow to get started compared to the rest of the groups.

REFINEMENT: Lesson Extension/Follow-up

1. Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for
students who did not make satisfactory progress.

For those students who didnt make satisfactory progress or get a distinguished score on doubling and halving fractions and
whole numbers I would do several follow up lesson and activities to help them reach mastery. One thing I would do is pull
those 4 students who didnt reach mastery into a small group and work specifically in converting fractions because that is
the skill they had the most difficulty comprehending. I would find videos, subsequent materials to teach doubling and
halving fractions. I would have them practice converting fractions using manipulatives. I would look for a differentiated
tactic to help these students understand the content. I would look for other real-world problems where this skill is used and
have them complete an activity revolving around that real-world problem. I would have them research and explain in their
own words how to convert fractions. I think if they can explain it to the other students in the group that will tell me if they
understand how to double and half fractions.
2. Include ways in which you would change this lesson if you were to teach it again. Discuss changes to the differentiation
tactic implementation or a different tactic.

There are three things I would change if I was to teach this lesson again. The first thing I would add to the lesson would be
videos that could show how to half and double fractions maybe in a different way than I explained it. I know some students
need a challenging concept, such as doubling and halving fractions, in different ways before they fully comprehend. The
next thing I would change would be the CSA differentiation tactic. The students did go through the concrete, semi-
concrete, and abstract models for each ingredient, however; they did the work on a white board and eraser their board after
every ingredient. I would have liked for them to write down these models on their paper, so they could see patterns with
doubling and having fractions. So, on the guided instruction paper that was used for the chocolate chip cookie recipe, I
would add two more columns. One column for the semi-concrete model and one column for the abstract model. I think
visually seeing these two models with ingredients would have helped some of them understand halving and doubling
fractions. The last thing I would change is to allow more practice with halving and doubling fractions, since this is the
concept the students struggled with the most. I realize now that the chocolate chip cookie recipe didnt allow enough
practice because there was only 3 fractions in the whole recipe and 2 of them were the same fraction. I dont want to drill
and kill, but exposing them to different fractions than just the ones in the recipe would have given them a solid
understanding of how to half and double fractions. I would either find a recipe that had more fractions, or just come up
with a list of common fractions found in recipes and have them practice doubling and halving those fractions.

3. Give suggestions for increasing the CReaTE of this lesson.

There were two categories that were at a level 3 for this lesson, they were the cognitive complexity and technology
integration. To make the cognitive complexity of the lesson a level 4, I could have the students help me design the essential
questions they would like to learn from the lesson. Also, they could have helped design the project, such as having them
choose what type of recipes they want to use. The reason why this lesson only had a cognitive complexity of level 3
because I designed the entire lesson. The only input the students had was taking a survey to give me some ideas of the
topics and standards they would be interested in doing a project with. From the survey I was able to gather that many of
them would like to do a project with cooking and fractions.

To make the technology integration of the lesson a level 4, I could have found a way to embed it into the content objective.
My technology component was an extension to the lesson and didnt help students learn how to double and half fractions
and whole numbers. I could have looked for other technology resources to help the students convert their recipes. I could
have had them create a google docs on their google count to type in the new recipes, instead of writing it on a piece of
paper. This would have helped with the organization problem some students had. I also could have found a resource for
student online for them to check their conversions of the fractions, instead of coming to me and asking. The reason the
technology integration was only a level 3 is because the recipe cookbook didnt have anything to do with converting the
ingredients. All they had to do was type in the ingredients and directions.

4. Give suggestions for improving the Differentiation Tactic(s) choice to improve the student learning and instruction.

I mentioned in question two how I would improve the CSA differentiation tactic. I would add to the recipe table. I would
include a box for the students to draw the semi-concrete of their conversion and then have them write the equation to make
their concrete and semi-concrete model. The reason for this change was because during the guided instruction I found that
students started to skip steps in the CSA model because they were not expected to put it on the paper. I think it is important
to go through all steps to help with their understanding of doubling and halving fractions and whole numbers.

I would continue to use the Guess-Asses-Tear Out tactic, except next time I would have two or three students in mind to
tear out after converting a couple of the ingredients to see what they can do on their own. Then have another group of three
and then another group. Next time I will use the pre-assessment to help me group students based on what they already
know. Another change I could make, would be to wait to use the Guess-Assess-Tear Out tactic with the independent
practice because with this group I had to step them through most of the guided instruction recipe before they felt confident
enough to try it on their own. One last thought, is to add more practice with doubling and halving fractions. I could use this
tactic during this part of the lesson. Those students who have a good grasp on the skill can work independently after
explaining what to do with each fraction. This would allow me to work with those students who struggled during the
independent practice. This would set them up for success when converting their own recipes.