Day 1

Objective: Students will know the history of one Thanksgiving dish and find a recipe for this dish.
Students will construct a rubric for the final product (recipe book).

Introduction (15-20minutes): Present cookbooks, magazines, one at each table.

Questions:
- What do these all have in common?
- Besides recipes, what is included in each model?
- What math do you think is involved in creating a recipe/cookbook?

Driving question: How do we use math to create a recipe book that we can use for any number of people coming to a Thanksgiving
party?

Create rubric - 20 minutes

Students will fill out the rest of the rubric with elements of a recipe book that they think are important. 5 minutes to work on
your own (page 3), 5 minutes to discuss as a table group, and 10 to work as a class.
- What parts of the models (cookbooks and magazines) should be included in our product?
- What kinds of dishes do we want to have in the book?
- What kind of information should be included other than recipes?
- How will we express recipes in​ rational expressions?
- Will every ingredient be measured by a rational expression?
Expecting from the rubric:
- Recipes stick to Theme - thanksgiving
- history/story with recipe - well developed and researched
- pictures/aesthetics - well organized and easy to understand by looking at it
- Bonus points for original pictures of food you made?

Research for dishes - remainder of class

- Each pair of students chooses a dish to research
 - Based on what is on the rubric, students do research about dishes - where did the dish come from, why is it known as a
Thanksgiving dish, what is its cultural history?
- Things to watch for: are there duplicates among groups? Are dishes representative of Thanksgiving? Is there any dish that
the class feels is missing?

Exit ticket: research page

Homework: think about what kind of math goes into creating a recipe book.

Day 2
Objectives:
Students will use factoring to simplify rational expressions.
Students will identify equivalent rational expressions.

1. Introduction (20 min)

a. Go over homework, transition into content
2. Content: (30 min) Turning recipes into rational expressions
a. “We’ve chosen our recipes, but we don’t know how many people are coming to our party. How do we express
numbers when they can change?”
- Looking for: variables
- Introduce rational expressions - fractions with VARIABLES
- How can rational expressions help us in this product?
- They can express amounts that depend on OTHER amounts
- How are rational expressions similar to other numbers?
- Similar to fractions -they have the fraction bar
- Using pumpkin pie/ pecan pie crust example, show how to convert into rational expressions.
1. How would we make this recipe for one serving? (divide each measurement by 8)
2. If we set y=8, how can we rewrite each measurement?
3. If we then want to make any number of servings, say x servings, how do we
4. What do we notice about the measurements, as expressed by rational expressions?
5. Are all measurements in simplest form? What benefit might there be if they are in simplest form?
 - Find a common variable for the number of servings given by recipe (Pie serves 8 people, y=8, other dish serves 12
people, y+4 in the denominator)
- Look at two recipes and decide which measurements are equal between the two of them
3. Peer review: (15 min) switch recipes and check math between groups. <<< Finding equivalent rational expressions

Exit ticket: Problems from ​https://drive.google.com/file/d/1YTfjTskvn-pvToKVExOgHQHVzjppNahB/view?usp=sharing

Day 3

Objective: Students will use least common denominators to add and subtract rational expressions.

Introduction (10 min) (12:25-12:35):

1. Go over one-serving recipes.
a. Use one student’s example.
b. Explain that to get ​one​ serving, you divide each ingredient amount by the ​total ​number of servings that a recipe
makes.
2. How to make a recipe for ​x​ servings?
a. If we want 7 servings, multiply each amount in the one-serving recipe by 7.
b. If we want 25 servings, multiply each amount in the one-serving recipe by 25.
c. If we want ​x​ servings, multiply each amount in the one-serving recipe by x.
Activity (40 min) (12:35-1:15):
1. Class has a few options:
a. Work on finishing your one-serving recipe and converting it to an x-serving recipe.
i. This is for students who are struggling with concepts relating to fraction basics.
ii. Convert your one-serving recipe into an x-servings recipe.
iii. This means we can put ​any ​number in for ​x​ and get exact amounts for each ingredient.
iv. Peer review: when you are finished, have the people at your table go over your work. Make sure that equal
amounts in the original recipe have equal expressions in the x-serving recipe.
b. Learn about food waste and brainstorm ways to reduce food waste in our recipe book (adding ingredients between
recipes)
 i. This will involve students walking around the classroom and collecting an overall collection of ingredients, and
amounts for each ingredient.
ii. They should move onto the lesson in the workbook for more advanced problems.
2. When students who did the first option finish, they should work on the lesson in the workbook.
3. Conclude with a discussion about food waste and how adding up ingredients reduces this waste.
Project work (20 min) (1:15-1:35):
1. Students should use this time to format their project page.
2. This can include creating illustrations for visual aids, writing their paragraph to go along with their recipe, or working on the
shopping trip adding.
3. If there are students still struggling with the lesson in the workbook, they may work on the lesson.
Exit ticket (10 min):

Homework: Lesson problem set from workbook. (adding and subtracting only)

Day 4
Objectives:
1. Students will add and subtract rational expressions.
2. Students will multiply and divide rational expressions.

Introduction: go over homework (15 min.) 12:25-12:40

1. Where did you get stuck?
2. What was confusing about adding and subtracting rational expressions?
a. Finding common denominators with variables
b. Multiplying polynomials
c. Adding polynomials
2. If they did not get very far - do example on the board.
 a. What is the difference between adding rational expressions and adding fractions? Variables! Refresh on combining
like terms, finding common denominators.

Two Stations (27 min each) 12:40-1:07, 1:07-1:34:

1. Adding and Subtracting Rational Expressions.
a. Using the homework, complete the workbook exercises.
b. Use notes sheet - lecture if needed
c. When you finish, finish adding up the ingredient amounts from last time.
2. Multiplying and Dividing Rational Expressions
a. Use worksheet and workbook from original lesson #3

Exit ticket: Same as last time. 1:34-1:45

Day 5
Objectives: Students will construct a recipe book using the work they have done with rational expressions.
What students are doing
12:25-12:35
- Where we’re at - need to finish recipe books by the end of class TUESDAY, 12/3
- BUT, we’re behind since many people weren’t here on Friday.
- So, those people who were here will be working on their recipe pages today.
- Those people who were not here will be working on Lessons 24 and 25 in the workbook.
- Once you are finished with this work, you can move onto working on your recipe page.
12:35-1:05
- Group working on lessons - Lesson 24 (students may move at their own pace, but based off last class will most likely need
most of the time)
- Group working on recipes - write out ingredients list on LATEX processor.
- https://www.codecogs.com/latex/eqneditor.php
1:05-1:35
- Group working on lessons - Lesson 25 (students may move at their own pace, but based off last class will most likely need
most of the time)
- Group working on recipes - write out instructions - step-by-step
1:35-1:45 EXIT TICKET

What I’m doing

12:25-12:35
- Introduce lesson (ABOVE)
12:35-12:50
- Make sure students who are working on recipes are familiar with LATEX processor - introduce the idea of coding/word
processors
12:50-1:05
- Check in with students working on lesson 24 - what have we learned about multiplying rational expressions?
- What steps do we do to multiply rational expressions?
- What is the hardest part?
1:05-1:20
- Help students who are working on recipes write instructions - consult rubric to make instructions clear and concise
1:20-1:35
- Check in with students working on lesson 25 - what have we learned about adding/subtracting rational expressions?
- What steps do we take to add/subtract
- What is this similar to?
- What is the hardest part?
- Go over homework - you MUST finish your recipe page and email it to me by SUNDAY NIGHT in order to get full credit for
your project.
1:35-1:45 EXIT TICKET

HOMEWORK:
- FINISH RECIPE PAGES
- Test your recipe! (if you want to/can)

Day 6
Objectives:
Students will construct a recipe book using the work they have done with rational expressions.
 1. Introduction - our last day! We are printing and binding books.
2. Using printing resources, students will print enough copies of each page to create x number of recipe books.
3. Using binding machine (hopefully) students will bind their books and make enough to share with designated people (friends,
family, teachers, classmates, other school staff)

12:25-12:30
- Introduction - where we’re at
- Some of us did not send their recipes and won’t be in the recipe book.
- Those of us who are not can add their recipe on their own time.
- We need to do an entry ticket
- After you finish it, you can bind your book and reflect!

12:30-12:45
- Entry ticket
- First person done gets to learn how to bind the books - the expert
- Helps others who finish - and can eat if ppl bring in food!
12:45-1:30
- Reflections (worksheet) - what did you learn?
- What did you struggle with?
- Where would you like to display your recipe book? Who will you share it with?
- Some students will still be working on entry ticket - work with them
- Those who are done - work on challenge problems
1:35-1:45
- Exit ticket