Look Who’s Coming to Dinner 1
Math - Problem Solving : Look Who's Coming to DinnerTeacher Name: Karen, Mike, Wendy Marian University TCH626
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Essential questioning / Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. / Student was an engaged partner but had trouble listening to others and/or working cooperatively. / Student cooperated with others, but needed prompting to stay on-task. / Student did not work effectively with others.
Data interpretation / Typically, uses an efficient and effective strategy to solve the problem(s). / Typically, uses an effective strategy to solve the problem(s). / Sometimes uses an effective strategy to solve problems, but does not do it consistently. / Rarely uses an effective strategy to solve problems.
multiplication and unit conversions / Uses complex and refined mathematical reasoning. / Uses effective mathematical reasoning / Some evidence of mathematical reasoning. / Little evidence of mathematical reasoning.
Question: How can different math applications be used to solve real world problems?
Step 1)
Essential questions:
How can we plan a real world meal for a celebration?
1) What special occasion will the class be celebrating?
2) How many guests will attend?
3) What will we be serving for the meal?
Main standard taught: Students will be able to
· Perceive patterns
· Identify relationships
· Formulate questions for further exploration
· Justify strategies
Core Wisconsin mathematic standards addressed: E.4.1, B.4.2
Step 2)
Based on information from step one students will interpret the following:
(skills: interpret data and fractions)
Main standard taught: Students will be able to:
· Work with simple linear patterns and relationships in a variety of ways including, charts, pictures and graphs.
· Using them to describe real world phenomena.
Core Wisconsin mathematic standards addressed:E.4.3, F.4.3, F.4.5
The family will consist of Mr./Mrs. Jones and the children/grandchildren below:
Child / Married / Grandchildren / Married / Guests
Karen / Y / 1 / 1 / ?
Dave / Y / 2 / 0 / ?
Brian / N / 0 / 0 / ?
Jeff / Y / 4 / 0 / ?
Joe / Y / 1 / 0 / ?
Bruce / Y / 2 / 0 / ?
Note: 1/3 of the unmarried grandchildren bring guests.
Step 3)
Pick menu from the following guidelines:
· 1 – meat
· 2- vegetable/fruit
· 1- Potato/rice or pasta
· 1-bread
· 2-desserts(pie + one more)
· This is based off of grocery advertisement flyer
Main standard taught: Students will be able to
· Work with data in the context of real world situations
· Collecting and organizing and display data
Core Wisconsin mathematic standards addressed: E.4.1
Step 4)
Determine amount of food needed based on serving size proportions
(skills: multiplication, fractions, unit conversion)
Main standard taught: Students will be able to
· Will use multiplication algorithms with fractions to solve real world math problems.
Core Wisconsin mathematic standards addressed: A.4.1, A.4.2, A4.3, A4.4, A4.5, B4.3, B4.4, B4.5, D.4.1, D.4.2, D.4.4, D.4.5, F4.5
· Meat = 4oz./person
· Vegetable/Fruit = ½ cup ea.
· Potato/rice or pasta = 1 cup
· Bread = 2 slices or 1 roll
· Desserts = 1 slice and 1 piece ea.
· Add 10% overage to total amounts for leftovers
Step 5)
Convert recipe to crowd size
(skills: multiplication, fractions, unit conversion)
Main standard taught: Students will be able to
· Will use multiplication algorithms with fractions to solve real world math problems.
Wisconsin mathematic standards: A.4.1, A.4.2, A4.3, A4.4, A4.5, B4.3, B4.4, B4.5, D.4.1, D.4.2, D.4.4, D.4.5, F4.5
Based off of:
· Number of guests
· Menu choices
· Serving sizes
· According to recipes
Step 6)
Determine the shopping list
(skills: multiplication, fractions, unit conversion)
Main standard taught: Students will be able to
· Will use multiplication algorithms with fractions to solve real world math problems.
Wisconsin mathematic standards: A.4.1, A.4.2, A4.3, A4.4, A4.5, B4.3, B4.4, B4.5, D.4.1, D.4.2, D.4.4, D.4.5, F4.5
Based off of:
· Number of guests
· Menu choices
· Serving sizes
· According to recipes
Step 7)
Budget
(skills: multiplication, fractions, unit conversion with currency)
Main standard taught: Students will be able to
· Will use multiplication algorithms with fractions to solve real world math problems.
Wisconsin mathematic standards: A.4.1, A.4.2, A4.3, A4.4, A4.5, B4.3, B4.4, B4.5, D.4.1, D.4.2, D.4.4, D.4.5, F4.5
Based off of:
· Number of guests
· Menu choices
· Serving sizes
· According to recipes
Step 8)
Figure out cooking time (skills: multiplication, fractions, unit conversion, fraction…i.e hr./minutes)
Main standard taught: Students will be able to
· Will use conversions based on time to solve real world math problems.
Wisconsin mathematic standards: A.4.1, A.4.2, A4.3, A4.4, A4.5, B4.3, B4.4, B4.5,B4.7 D.4.1, D.4.2, D.4.4, D.4.5, F4.5
Based off of:
· Number of guests
· Menu choices
· Serving sizes
· According to recipes time etc.
Step 9)
Students will prepare a meal based off of the above scenario for their class groups
Assessment Criteria
· Step one assessment - in various groups teacher will observe students’ planning and math strategy selection. Teacher will facilitate with pertinent questioning to scaffold the understanding of the objective.
· Step two assessment - Groups will have a collaborative sharing about the interpretation of the provided table. This will be done by passing a ball from group to group to specify who has the forum. The main question is… how did you come up with your answer?
· Step three assessment - Groups will have a collaborative sharing of their written menu.
· Step four assessment - Groups will have a collaborative sharing of the amounts in the menu. This will be done by passing a ball from group to group to specify who has the forum. The main question is… how did you come up with your answer?
· Step five assessment - Groups will have a collaborative sharing about the portion sizes of menu to crowd. This will be done by passing a ball from group to group to specify who has the forum. The main question is… how did you come up with your answer?
· Step six assessment - Groups will have a collaborative sharing about the interpretation of the shopping list compared to conversions. This will be done by passing a ball from group to group to specify who has the forum. The main question is… how did you come up with your answer?
· Step seven assessment - Groups will create a table based on steps 3-6 and share their group results with the class.
· Step eight assessment - Based on menu and recipe, groups must demonstrate how they came about estimating the preparation time in making of their recipe.
· Step nine assessment - Groups will have a hands on experience in their learning by preparing one recipe per each group to share with the class.
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