Old Dominion University Darden College of Education

Instructional Lesson Plan

Overview
Lesson Plan Overview

Date: 11-03-18

Lesson Title: Math Recipes

Lesson Author: Alyana Lara

Grade Level: 2nd Grade

Subject Area: Social Studies, Mathematics, Language Arts

Time Allotted for Lesson: 1-1 ½ hours for both options 1 and 2 (see Techniques and
Activities below)

Short Description of Lesson

In this lesson, the students will be creating a page in the whole class’ history book that
consists of recipes chosen from the teacher’s cookbook. On the page, they will provide the
various measurements and amounts of each ingredient whether it is measured in ounces,
pounds, grams, cups, etc. and they will provide the instructions on how to make the recipe.
The students will draw or cut out the various ingredients and will be given worksheets with
different measuring instruments on them to paste into their pages. Other essential math
concepts that will also be covered in this activity include telling time and drawing a
clock/timer (analog and digital) for the recipes and their ability to read and label a
thermometer (for those recipes that require it, such as baking recipes). This lesson will act as
a review of all of the map concepts they have learned concerning measuring, weighing, and
reading instruments. There are two options for this lesson; The first is for the whole group
and the second is individual for their personal history books.

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Standards
Lesson Plan Standards
Social Studies

2.11 The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
c) describing actions that can improve the school and community;
2.12 The student will understand that the people of the United States of America
a) make contributions to their communities;
c) are united as Americans by common principles

Math

2.11 The student will estimate and measure

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and
c) liquid volume in cups, pints, quarts, gallons, and liters.
2.12 The student will tell and write time to the nearest five minutes, using analog and digital
clocks.
2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the
nearest 10 degrees.

Language Arts

2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify,
and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.

Instructional Objectives
Instructional Objectives

Social Studies

2.11  Work in groups to determine actions that can improve the school and community.

 Identify the good citizenship skills of selected individuals who had an impact on the lives of
Americans, and explain how these skills affected the contributions they made.

2.12  People contribute to their communities by practicing the responsibilities of good citizens.

 The American people have different ethnic origins and come from different countries but are
united as Americans by the basic principles of a republican form of government, including
the individual rights to life, liberty, and the pursuit of happiness as well as equality under
the law.

Math

2.11 Estimate and measure liquid volume in cups, pints, quarts, gallons, and liters.
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2.12 • Show, tell, and write time to the nearest five minutes, using an analog and digital clock.
• Match a written time to a time shown on a clock face to the nearest five minutes.
2.14 Read temperature to the nearest 10 degrees from real Celsius and Fahrenheit thermometers
and from physical models (including pictorial representations) of such thermometers.

Language Arts

2.3  participate in a range of collaborative discussions building on others’ ideas and clearly
expressing their own (e.g., one-on-one, small-group, teacher led).
 participate in collaborative conversations for various purposes (e.g., to inform, to persuade,
to entertain, to clarify, and to respond).
 share and retell an experience or story to an audience in a logical order, with appropriate
facts, and descriptive details.
 carry out a specific group role, such as leader, recorder, materials manager, or reporter
(also in science).
2.10  interpret pictures, captions, diagrams, and tables.
 interpret information presented in bar graphs, charts, and pictographs.
 use dictionaries, glossaries, and indices to locate key facts or information.
 use online resources to gather information on a given topic (e.g., teacher identified Web
sites and online reference materials).

Focus
Enduring Understandings

Social Studies

2.11 All students should know that

 A good citizen has a variety of responsibilities.
 A good citizen understands the need for rules and laws.

2.12 All students should know that

 The people of the United States contribute to their communities by practicing the
responsibilities of good citizens.

Math

2.11 All students should

 Understand that pounds/ounces and kilograms/grams are units used to measure weight/mass.
 Understand how to use a scale to determine the weight/mass of an object and use the
appropriate unit for measuring weight/mass.
 Understand that cups, pints, quarts, gallons, and liters are units used to measure liquid
volume.
 Understand how to use measuring devices to determine liquid volume in both metric and
customary units.

2.12 All students should

 Apply an appropriate technique to determine time to the nearest five minutes, using analog
and digital clocks.
 Demonstrate an understanding of counting by fives to predict five-minute intervals when
telling time to the nearest five minutes.
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2.14 All students should

 Understand how to measure temperature in Celsius and Fahrenheit with a thermometer.

Language Arts

2.3 All students should

 Understand that oral communication can be used for a variety of purposes.
 Participate in group activities by sharing stories or information and by following and giving
directions.

2.10 All students should

 Understand how to locate information in simple reference materials.

Essential Questions

 How might you measure different types of ingredients, such as dry or wet ingredients?
 Why would different instruments be used to measure different things?
 In what ways can you be a good citizen and be responsible?
 What convinced you that using tools of measurement is important for different things?
 How might you prove that you can contribute to your community and be respectful?

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Procedures
Lesson Set

Before beginning the lesson, students will be asked some of the essential questions that are
listed above in an inquiry-based session. The teacher will ask one question, give students 15
seconds to think of their answer, and then they will share using 30 Second Speeches for each
student. This will be done within their small groups that they are already sitting with, and then
the teacher will open up the discussion for the entire class. The teacher will pick the students
using a random number generator program on the computer, and whichever number pops up on
the screen, the student with that assigned number will share what their answers were with the
rest of the class. Besides essential questions, the teacher will begin the review that will be shown
in the “Techniques and Activities” section by showing different measurements on the board and
asking the student picked by the generator to tell the measurement on the board.

Rationale
The students will be able to pick a recipe that appeals to them the most in the
teacher’s cookbook. They are given a choice to pick something that piques their interest,
and they will be able to put them in their class’ history book. In the real-world, they will
have to learn to measure and time different things to successfully complete tasks like
cooking, and it applies to other real-world scenarios such as measuring the height and
weight of something or someone, reading the temperature and weather of the day, and
reading time on a clock.

Techniques and Activities (Option 1)

1. (15-20 minutes) Teacher Directed-To begin the lesson, the teacher will review some of
the key math concepts that they learned that will be part of this lesson. Those concepts
include:
 Reading a thermometer in both
Fahrenheit and Celsius (example on the
right)
 Reading a digital and analog clock
 The units of measurement used for liquid
 The units of measurement for weight and
mass
 The importance of being able to read
instruments and measure with them
The students will review each of them in handouts
provided by the teacher that include the different
units of measurement. Each hand out has
questions that will ask the student to shade or
draw in a certain amount (for example, shade in 1
cup or draw the hands of the clock for it to say
10:30). After this activity, students will be put into
groups of about 3 or 4 for the next part of the
lesson. When they are in their groups, the teacher
will give roles to each student in the group such as
leader, materials manager, reporter, art director, etc. The teacher should clearly
emphasize that this activity is meant to help build a classroom community and
good citizenship is expected of all students!

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2.(5 minutes) Combo-Students can pick a recipe from the

teacher’s cookbook that interests the group the most. Once
they have picked a recipe to use, the teacher will pass
handouts to each student of different instruments of
measurement, such as measuring cups, tablespoons,
thermometers, and clocks. They will also pass out poster
board that they will write their recipe on, which will be part
of their big class history book. Each student will have their
own set of instruments to work with and paste into their
page.

3. (20-30 minutes) Cooperative Learning-Once the

students pick their recipes, each student in the group will
do the tasks they were assigned when the teacher assigned
roles to each group member. Each member will do the
following:
 Leader: This student will be the all-around helper and facilitator of the group. They
will also conduct some of the research for the recipe, such as finding out the amount
ingredients that are needed and writing down the directions of the recipe.
 Materials Manager: This student is in charge of checking all of the materials for their
group. If there is a student in the group who may be missing certain supplies, the
materials manager will be the one to ask for more from the teacher. They are also in
charge of bringing items to the group and collecting any other items (such as scissors
or colored pencils) and bringing them back to the teacher.
 Reporter: This student will be the presenter to the class when they have
presentations. They are in charge of sharing the information of the recipe (such as
reading out measurements, temperatures, and times) and will also explain why they
chose this recipe for their books.
 Art Director: This student’s role is to have creative direction for what the page will
look like. They will also be in charge of filling in some of the information for the
measurements; for example, if there needs to be ½ cup of water for the recipe, they
will be the ones filling in those measurements.

4. (15-20 minutes) Cooperative Learning-When all of the groups complete their poster
board pages, each group will present their posters to the class. The reporter of each group
will be in charge of presenting their pages, and when each group finishes their presentation,
the whole class will have the opportunity to do a 3-2-1 Countdown with their peers: 3
compliments, 2 questions, and 1 thing that they enjoyed the most about their peers’
presentation.

Techniques and Activities (Option 2)

1. Step 1 is the same for both options of this lesson. This part of the lesson can be
shortened if the class goes through the review much quicker than anticipated. The
parents/guardians of the students will be asked to send in very simple recipes

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(few steps) with easy ingredients and measurements appropriate for the student a
couple of days before the activity starts. Students can bring in the recipes in the
days before the lesson to ensure that each student has something to bring to class.

2. (5 minutes) Independent-Students will bring in

their own recipes from home to class, which will end
up in their own personal history books. Once they
have completed the review, the teacher will get a few
helpers assigned with the task of distributing
materials, such as coloring utensils, glue sticks and
other worksheets that may be needed.

3. (30 minutes) Independent-Each student will

work on completing the worksheets with the
instruments of measurement according to their
recipes. They will draw their own ingredients or if
needed, they will be able to look up pictures of
ingredients to print out and glue on their pages (see
“Adaptations for Diverse Special Learners”) The
students will be responsible for filling out their
instruments of measurement according to their
recipes and help from the teacher is encouraged. If
the students are sitting in groups, it’s possible for
students to do a rotation with the teacher every 5 or
so minutes in getting assistance and checking on
student progress throughout the activity. (Example page on the right)

4. (15-20 minutes) Combo-Once the students have completed their pages, they will share
what their recipes are in their groups. These will be done in “30 Second Speeches” where
the students are basically making a pitch about their recipes and sharing some of the
measurements that they had. The group will also do the 3-2-1 activity (as seen in option 1
of “Techniques and Activities”), but as whole group and not individually. When all of the
students in the group finish, the teacher will tell the class that they will have to pick which of
their classmates from their groups should share their recipes to the whole class. The group
will vote for who they want to present. When each presenter has completed their
presentation, the students that were not in the group of the student presenter will also do a
whole class 3-2-1 Countdown activity.

Lesson Closure

The beginning of the lesson closure starts when students are presenting their recipes to
the class. After all of the presentations have concluded, the teacher will open up another
inquiry-based session similar to the beginning of the lesson (in “Lesson Set”). Some of the
questions that the teacher will ask the students at the end of the lesson include
 Why was it important that you cooperated with your group members?
 What is the importance of using instruments of measurement?
 Are there any other things that you can think of that can be measured, and with what
tool?
 How did your peers show you what good citizenship looks like? (Ask students to give
examples from each of their groups)
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Assessment/Evaluation

This lesson is a culmination of everything that they have learned for Math SOLs 2.11,
2.12, and 2.14, so the activities listed are a type of formative assessment called a creative
extension project that has them making a poster based on their subject matter (which for
this lesson, is math and social studies). The students’ achievements will be evaluated during
their participation in the review, while they are in their groups, as well as the presentations
that they will be sharing with the whole class. Another formative assessment that the
students will participate in is the 3-2-1 Countdown activity explained in option 1 of
“Techniques and Activities.”
Some of the other criteria that will be thoughtfully considered includes how well the
students work together in their groups, how well they responded to the initial review, what
they were able to show to the teacher during small group rotations, etc. All of the math
concepts will also be checked throughout the lesson and their group presentations will really
show whether or not the students are proficient with them, as it is the last step in the review.
For feedback to the students, the teacher will also participate in the 3-2-1 Countdown activity
with the rest of the class. A rubric will be sent home to the parents/guardians of the students
to let them know how well their students did with the activity, along with a small note for the
students to read from their teacher.

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Student Products
Option 1:

As a result of this lesson, students will have created a poster page for the class history
book of their group’s favorite recipe from the teacher’s cookbook. Each student had a role in
creating the page and making decisions by using their good citizenship skills with each of their
classmates. When the entire activity is done, the teacher can take pictures of each poster board
page that was made in the class and have it printed out so that all of the students can have a
copy of everyone’s recipes to insert into their own personal history books.

Option 2:

As a result of this lesson, students will have created a page to add into their personal
history book. The page will have all of the various measurements, instruments, and directions
required in the recipe that they picked. On the pages, they will also include different pictures
that they have either drawn or printed from the computer that are colored in that represent the
different types of ingredients they have.

Supplemental Activities: Extension and Remediation

Extensions:

Option Two is one of the extensions for when most of the class has grasped the
concepts from the math review of measurement. For those students who might need even
more extensions, those students who excelled can try to create their recipes at home with
their parents/guardians and can either bring it in (only if there are no severe allergies in the
classroom), take pictures of the finished product and present it, or even create a video with
the adult who helped them make the recipe. Another extension that students can do is to
group those students who have an excellent understanding of the math concepts and have
them create a page in the book for their teacher’s chosen recipe (more information in the
“Gifted Learners” section of “Adaptations for Diverse Special Learners).

Remediations:

Both options have an extra 15 minutes (Option 1) and an extra 30 minutes (Option 2)
that can be added to step one to allow flexibility of the lesson. For remediation, initial
groups can be assigned based on their skill level of math. During step one, each group will
go on a 3-5 minute rotation with the teacher to help review math concepts. The teacher will
help review by asking them to read different cards with measurements on them. For
example, if there is a thermometer that is colored up to a certain line (i.e., 450 F), the
student will have to tell the teacher that the thermometer is at 450 F.

Adaptations for Diverse Special Learners

Learners with Disabilities:

For learners with physical disabilities, many different accommodations can be made
through the use of different technologies and teaching strategies. Those students who may
need to use technology for this product, their recipes or the recipe that they picked from the
teacher’s cookbook can be typed and printed. The same can also be done for the measuring
cups and ingredients, which will accompany the recipe page. Whatever technology they are

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using, the accessibility features on each one will be enabled according to what the student
needs. For those students who may have learning disabilities, repeated instructions are highly
encouraged, along with the directions of each section of the lesson typed or written on the
front board of the classroom. Since students are rotating their groups, the teacher will be able
to set some time aside to help those students who may need more help with the lesson.

ESL Students:

This lesson would greatly benefit ESL learners and their classmates, because it gives all
of the students the opportunity to see the cultural differences and similarities students have
with each other that is also seen in math. ESL students will be able to showcase some of their
culture and home country through this lesson, as well as show the different units of
measurement (US Customary compared to Metric, such as ounces to grams). With this in
mind, the ESL student can have translations of their different ingredients and measurements
made with the help of the ESL teacher. Also, pictures of the food can be searched for on the
internet that can help with presenting their recipes to the rest of the class.

Gifted Learners:
As noted in the extension part of the “Supplemental Activities” section and option 2 of
the “Techniques and Activities” section of the lesson, students can work individually on their
own pages to add to their history books. To challenge these learners a little more, if they
successfully meet all of the criteria of the lesson they will be clumped together in their own
separate group (if they finish early) and create their teacher’s favorite recipe on a page. This
recipe will contain more ingredients and steps, as well as measurements that are more
difficult to solve. There will also be more units of measurement included in this recipe, that
way all of the students are using different instruments (for example, the recipe will include
grams AND ounces instead of just one). This will also be done a piece of poster board.

Differentiated Instruction
To differentiate instruction, flexible grouping will be initiated for the entirety of the lesson. The
roles in each group are meant to reflect some of the multiple intelligences that the students have.
Also, each section of the lesson is set to a maximum of 30 minutes, and within some of the longer
sections of time, the teacher will be doing group rotations to “break-up” the time, so that students
will be able to regain focus after working with their teacher and keeping their minds and bodies
active throughout each activity. The group roles that are assigned won’t be at random, rather the
teacher will make groups based on each of the students’ personal strengths that would benefit a
group setting the most. If there are different roles for different people in a group, it would open up
more opportunities for creativity and collaboration.

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Resources
Materials and Additional Resources

 Ray, Rachael. Cooking Rocks! Rachael Ray’s 30 Minute Meals for Kids. Lake Isle
Press, 2004
Link for purchase (if needed) seen below.
 6-7 Poster Boards (Option 1)
 8 ½ x 11 inch paper, cardstock preferable (Option 2)
 Plastic Pag Protectors (Option 2)
 Report Covers (link below)
 Scissors
 Glue Sticks
 Colored Pencils
 Instruments of Measurement templates (see links below)

Web and Attachment Resources

 Rachael Ray Cookbook: https://www.amazon.com/Cooking-Rocks-Rachael-30-Minute-

Meals/dp/1891105159
 Thermometer Review Sheet: http://www.commoncoresheets.com/Temperature.php
 Liquid Measuring Cup Sheet: https://www.teacherspayteachers.com/Product/Liquid-
Measuring-Cups-3589353
 Clock Review Sheet: http://www.commoncoresheets.com/Time.php
 Mass and Weight Review Sheet: https://www.mathworksheets4kids.com/weight.php
 Recipe page example:
https://www.eslprintables.com/vocabulary_worksheets/food/recipes/Cupcake_Recipe_
500958/
 Rubric Creator: http://rubistar.4teachers.org/index.php
 Report Covers: https://www.officedepot.com/a/products/631363/Office-Depot-Brand-
Leatherette-Clear-Front/#/

Reflection and Reaction

Personal Impact on Student Learning

Provide a well written in-depth summary of your personal impact on

student learning. Provide information on what worked and did not
work. What would you do differently?

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