Student Handout (See Figure 2) Have a whole class discussion about how much of each ingredient you need to make these fudge and brownies recipes. This would be a great opportunity to explore the concept of estimating fractions. The teacher can pose the following questions to initiate discussion: What do you notice about these two recipes that is interesting? Create a number sentence that uses the words “greater than” or “less than” to compare the amounts of sugar, butter, walnuts, and/or vanilla in each recipe. Would 5 cups of sugar be enough to make both recipes? Explain your reasoning using models and/or drawings. Activity 2 UDL Components Multiple of Representation Multiple Means for Action and Expression UDL Components: Principle I: Representation is present in the activity. Inclusion of actual measuring tools and packages of recipe ingredients helps ensure that students clearly perceive important aspects of the task. These materials may clarify unfamiliar terms and syntax, and may connect to students’ experiences Students will plan a pathway to make sense of problems and persevere in solving this problem. (SMP #1) As students attend to the meaning of the quantities and not to just computing
Group Suggestion: This would be a great opportunity for the teacher to bring in the ingredients for the above recipe to allow the students to become familiar with how items are packaged and how they are measured. Lead students to notice that some ingredients are measured in weight versus volume. Allow students to compare a stick of butter versus a tub of butter. “What are some things you notice on the package of the stick of butter? Would you buy a stick of butter, a pound of butter, or a tub of butter? Explain your choice.” Student Task: With a partner/group, decide how many batches of each recipe the 5th grade will make. Then create a shopping list of the ingredients needed to make enough fudge and brownies for approximately 90 people. Explain your reasoning. Student Handout (See Figure 3) Activity 3 UDL Components Multiple Means of Representation UDL Components: Principle I: Representation is present in the activity. Through the preceding tasks, students build on their prior work to reinforce new knowledge. The font size for print may be enlarged, depending on the needs of individual students. Students will need to make sense of problems and persevere in solving it as they plan a strategy to work this problem. (SMP #1)
Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle II: Expression is present in the activity. Students are given an opportunity to use a variety of manipulatives, (e.g., hand-held and virtual fraction strips, number lines, etc.) and calculators to help determine equivalent fractions. The sequence of activities and tasks in this lesson assist students in recognizing sequences and schedules of steps. Principle III: Engagement is present in the activity. This task encourages active student participation, exploration and experimentation. Student collaboration and communication supports ability to determine answers to authentic problems. The cafeteria manager has agreed to donate the following leftover ingredients from yesterday’s dessert to be used in the fudge and brownie recipes: 6 cups of sugar 1 cups butter 2 cups walnuts 4 teaspoons vanilla Student Handout (See Figure 4) Student Task: Recalculate your shopping list to reflect how much you will have left to purchase from the store, to make the fudge and brownies for approximately 90 people. The students will construct viable arguments and critique their reasoning as they work in groups to solve the problem. (SMP #3) Students must calculate efficiently and accurately as they solve the problem. (SMP # 6) Students will need to see the overall process of the problem and attend to details as they look for and express regularity in repeated reasoning. (SMP #8)