HEADING 1 - TW Cen MT Condensed (18 Pt) s2
Math-in-CTE Lesson Plan—Advanced Measurement
Lesson Title: Proper Measuring Techniques With Correct Equipment / Lesson #1 (Foods 2 Standard #1.5)Author(s): / Phone Number(s): / E-mail Address(es):
Heidi Weight / (801)-223-3120 x 505 /
Mandy Richardson / (801)-223-3120 x 805 /
Occupational Area: Foods II
CTE Concept(s): Measuring with scales and tare weights, thermometers, review of Foods I Measuring Techniques
Math Concepts: weight vs volume, conversion to various units of measurement
Lesson Objective: / Students will demonstrate comprehension of equivalents, measuring equipment, and proper techniques for
accurate measuring and be able to apply them to various recipe situations.
Supplies Needed: / Liquid and dry measuring cups, spoons, scales, flour, powdered sugar, ingredients for pancakes
The "7 Elements" / Teacher Notes
(and answer key)
1. Introduce the CTE lesson.
Quick Introductory food experience with a simple recipe that uses few ingredients. Ex. Pancakes
Students will make a recipe with ONE random piece of measuring equipment—cup, liquid measuring cup, tablespoons, teaspoons. They will not be able to use any other measuring equipment except bowls and spoons.
Ask:
How did your product turn out? What was the texture like?
How did it taste? Was it what you expected it to taste like?
Could you reproduce this recipe or could someone else?
What are some of the factors that affected the product? / Discuss recipe results and the product produced.
(measuring techniques and equipment available, people who put it together, room conditions and cooking conditions—temperatures.)
2. Assess students’ math awareness as it relates to the CTE lesson
(See Pre Assessment below)
If you are the manager of a restaurant and you wanted to sell pancakes, why would it be important for your employees to know information about measuring and recipe adjustment? / Do Pre-assessment to see if students know how to half and double fractions and to see if they understand equivalents.
(Customers want to know what they are getting, don’t want to waste product, consistency, taste, size)
Pre Assessment Lesson Element #1
Give a test on measurements from Foods 1. There will be 4-6 questions where the students will need to double the following
1) cup brown sugar
2) cup flour
3) ¼ cup oil
Half the following
4) ¾ cup flour
5) ½ cup sugar
6) 3 cup brown sugar
Equivalents:
1 T=______tsps
1 C=______Tbsps
¼ C= ______Tbsps
1/8 C=______Tbsps
1 qt=______cups / Examples would be:
Double the following
1) cup brown sugar= cup brown sugar
2) cup flour= or 1 cup flour
3) ¼ cup oil= ½ cup oil
Half the following
4) ¾ cup flour= or ¼ and cups flour
5) ½ cup sugar= cup sugar
6) 3 cup brown sugar= 1 cup brown sugar
Equivalents:
1 T=3tsps
1 C=16 Tblsps
1/4C=4 Tbsps
1/8 C= 2 Tbsps
1 qt = 4 cups
3. Work through the math example embedded in the CTE lesson.
a. Let’s say that we have a cookie business and our recipe calls for 16 cups of flour. Lets look at the “Measurements and Equivalents” Worksheet (Element # 2).
How many pounds of flour equal 16 cups?
b. If we need 16 cups of confectioner’s sugar, how many pounds would that be? Look at the chart.
c. Why do you think they differ? (Pass flour and powdered sugar around for students to feel)
d. What would happen to cookies if we lost count using the cups?
e. What would be the easiest way to measure large amounts of these items accurately?
f. Which piece of equipment measures weight and which piece of equipment measures volume?
g. What is the difference between weight and volume?
h. Has anyone ever used a scale to measure food ingredients? Why are food scales used?
i. When would it be a good idea to use a scale instead of a cup?
j.. What about liquids?
Weight is measured in ounces, while volume is measured in fluid ounces.
The conversions—volume to weight---can be done with dry ingredients but they don’t work for liquid ingredients because different liquids have different densities so we always measure them by volume. When large amounts of dry ingredients are needed, using a volume measurement (cups) decreases accuracy, whereas, in regard to water or water-like substances, any size container can be filled and it will be the same.
Types of Scales:
Spring type—Scale that measures the amount of pressure put on a spring.
Baker’s Scale—the tare weight of the needed item is placed on one end and food is placed on the other end until it balances.
Electronic scale—measures the resistance electronically and has a digital screen.
Process of weighing food ingredients:
1. Obtain a container to weigh the food
2. Place container on scale
3. Adjust scale to read zero—Taring—accounts for the weight of the container. Adjust a moveable face scale to zero with the container on it. Press Tare or Zero on an electronic scale. On a balance beam or Baker’s scale, place a tare weight on the opposite end until the beam balances with the container.
4. Add food into container until the desired amount is reached. / 4 cups of flour =1 pound
16 divided by 4=4 pounds of flour
2 2/3 cups= 1 lb of Confectioners sugar
b. 16c ÷2 2/3 cups of Confectioners sugar
16c ÷ 8/3 =
16 x 3/8=6 lbs
c. different densities of the ingredients affect the weights
d. Hard rock or crumbly cookies if add too much flour or you create “candy” if don’t have enough
e. Get ideas about measuring from students—cups, qt measuring cups.
f. scales measure weight; liquid and dry measuring cups measure volume
g. Definitions
weight—the weight of an item’s resistance to gravity
volume—is the amount of space an ingredient takes up.
h. This is the easiest and most accurate way to measure large amounts or to portion food.(optional: Show Food Wishes Measuring flour clip—Lesson Element #3)
i. Making large amounts—large restaurant recipes. Professional cooks use scales to keep costs down. Ex. teachers use this to portion out your lab ingredients.
j. Measure in glass/clear liquid measuring cups. Read at eye level as the liquid forms a slight bubble called a meniscus on the top. Liquids can be measured accurately in large amounts because there is little chance for human error. The liquid just fills in the cup or container.
Show various foods scales we have in the lab and show how to tare the scale (process of accounting for the weight of the container holding the item to be weighed) and weigh some food.
4. Work through related, contextual math-in-CTE examples.
Practice Volume to weight and weight to volume problems:
a. You have a baking scale. Let’s say that you need 24 cups of flour for a large batch of cookies that you are making for a family reunion.
What will be the reading on your scale if you have the correct amount?
b. We also need brown sugar and the recipe calls for 9 cups. What will be the scale reading?
c. If you don’t have a baking scale and you are making the cookies using a standardized recipe that uses weight measurements for the ingredients.
Flour needed is 2.5 lbs. so how many cups will you need?
d. Confectioner’s sugar is needed for the icing and the recipe calls for 2 lbs. How many cups will you need?
e. You decided that this recipe was going to make more cookies than you needed so you decided to change it. You want to only 1/3 of the recipe. If the original recipe calls for 6 lbs of brown sugar, how many cups will you need?
Use “Measurements and Equivalents” Worksheet (Element # 2) to help students with problems. /
(NOTE: Can scale the recipe 1st , then change to volume measurements or change to volume measurements 1st and then scale the recipe)
5. Work through traditional math examples—(“Naked Math”)
a.If there are 5,280 feet in a mile, how many miles are there in 10,000 feet?
b.If there are 12 inches in a foot, how many inches are there in 10.5 ft?
c. 16 ÷ 5 1/3=
d. 4 ½ ÷ 2=
e. 4 ¼ ÷ 3/8=
f. 5 ½ x ¾ =
g. 7/8 x 2/3= / Concept: When do I multiply and when do I divide?
Write hints on the board:
Smaller unit to a bigger unit we divide
Larger unit to smaller unit we multiply
Change mixed fraction to an improper fraction and invert 2nd fraction and multiply for more complicated numbers.
Another Hint:
Multiply is straight across-- “rip it across”
Divide =invert fraction and then multiply-- “flip and rip”
6. Students demonstrate their understanding.
Give students a recipe that has both weights and dry volume measurements so they need to use equivalents.
7.Formal assessment.
a. You have a baking scale. Let’s say that you need 32 cups of flour for a large batch of cookies that you are making for a family reunion.
What will be the reading on your scale if you have the correct amount?
b. You decided that this recipe was going to make more cookies than you needed so you decided to change it. You want to only 1/3 of the recipe. If the original recipe calls for 5 lbs of brown sugar, how many cups will you need?
Element 4 Standardized Recipes and Scaling ppt can be used as a reference or for further lessons. /
NOTES: Next Lesson AP/EP