MATH-IN-CTE TECHNICAL ASSISTANCE
Math-in-CTE Lesson Plan Template
Lesson Title: Complication of Volume and Weight
Measurements
Author(s):
Phone Number(s):
Marcia Bates
503-427-0170
Chris Smith
Lesson # 5
E-mail Address(es):
Marcia.welch@gmail.com
503-781-2930
greshamite@yahoo.com
Occupational Area: Culinary Arts
CTE Concept(s): Volume/Weight/Dry Measurements of Food Ingredients for Household Cooking
Math Concepts: Reasoning/ Problem Solving/Reading Chart
Lesson Objective:
With this lesson, students will be able to determine how a food product needs to be measured for
optimum standard recipe results.
Students will use this information to be able to cost out a recipe accurately, using the correct
measurement medium for the situation; volume and weight measurement.
Supplies Needed:
Weight scale, measuring cups, measuring spoons, liquid measuring cups, leveler, spoons, bowls.
Food products.
THE "7 ELEMENTS"
1. Introduce the CTE lesson.
TEACHER NOTES
(and answer key)
Show equipment and review; measuring cups and
spoons for dry measuring. Liquid cup for liquid
To be successful with our cooking we need to understand how to
measures, weight scale for measurements that do not
measure our ingredients.
fall in the two categories.
Review liquid and dry measures, show liquid measuring cups and dry
Have the same equipment available at the student’s
cups.
tables.
Review how many ounces in 1 cup? Show1 cup mark for liquid and dry cups.
How many ounces in 1/2 cup? Show ½ cup mark for both types of cups.
MATH-IN-CTE TECHNICAL ASSISTANCE
All liquids measure the same in a liquid or dry measuring cup.
Measure
1 cup of water in a liquid measuring cup and then pour it into a dry measuring cup.
How would we measure an ingredient that would not fit in one of
these two categories? Think about cheese; How do we measure it?
You purchase a chunk of cheese by the what? Weight You use the
recipe by the what? Measuring cup
If cheese is purchased by the pound, how many ounces or pounds
would you need for a recipe that asks for 1 cup of cheese. Answer:
2C. Why? The density of the cheese makes a difference.
2. Assess students’ math awareness as it relates to the CTE lesson.
What is an example of volume? ( length x width x height)Show this on the
overhead.
Dry measuring cups, liquid measuring cup, scale, 8
ounces of cheese, grater
Question for understanding
Show a measuring cup and a glass measure; what about these as
examples of volume?
How would we measure 8 ounces of water? (show ounces on liquid cup Water, dry 1 cup measure, liquid 1 cup measure
and also dry measure cup) The density for liquids doesn’t change; liquids
like water will measure the same in either type of measuring cup,dry
measure or liquid measure. How would we measure 1 cup of sugar? 8
ounces = 1 cup, right? (show dry cup)
So is 8 ounces of one product when measured by the dry measuring cup
always going to be 8 ounces in the liquid cup? (show both cups) Answer:
No, the density of the product may change the volume measurement.
This cheese weighs 8 ounces , how many cups will it measure? (Grate it
and discover 2 cups) What happened? Cheese is sold by weight but in 8 ounces of a cheese like cheddar cheese, grater, 1
recipes, is used by volume measurement. What other types of food might cup measure
be bought by weight but used by volume in recipes? Nuts, flour, sugar,
most dry ingredients. ok
3. Work through the math example embedded in the CTE lesson.
Here are some conversions I know from my culinary experience.
Digital weight scale, ¼ cup measuring cup,1 ounce of whole almonds,
1 ounce of slivered almonds
Nuts like almonds are sold by weight, you may need ¼ cup of almonds
for a recipe. How many ounces do you need?
(The slivered almonds will fill the ¼ cup, the whole almonds will not quite fill
the ¼ cup. Walk around to have students see the difference while you are
talking about them)
MATH-IN-CTE TECHNICAL ASSISTANCE
Demonstrate how to use a digital scale
Demonstrate using the scale to measure 1 ounce of whole almonds, Lab Handout- sheet #1 ( In packet)
measure it in a ¼ cup dry measure. Note the ¼ cup is not quite full. Handout 1: table to be completed in a lab situation. I would have 3 of my 6
Demonstrate the same steps using slivered almonds; ¼ cup will be groups work with part 1 of the sheet and the other 3 groups work on part 2
questions in their labs. (You may want to play with different ingredients for
completely full. What makes the difference? The density of the almonds different groups, stay consistent with the types @ nuts for nuts.)
and the shapes of the almonds have an effect on the volume
Lab Handout part1 and part 2 (Make sure a weight scale, measuring cups
measurement.
and the food ingredients are in the kitchens and ready to go.
Now we are going to break into our kitchens and do a little self discovery
with a few ingredients.
4. Work through related, contextual math-in-CTE examples.
Why are we doing this? Student response
We buy some things by weight and need to use it by volume. Sometimes
we need to cost out a product and we have the weight information, we
need to know how the product will convert to usable kitchen
measurement cups.
Show the following computation on the white board or an overhead and
request student response for the answers.
White board or quick overhead, work on the problems
in real time with the students.
How many cups are in 8 ounces of cheese? (2 x 8 oz) =16 oz=2 C
How many cups are in 12 ounces of cheese?(2 x12 oz)= 24 oz =3 C
How many cups are in 17 ounces of cheese? (2 x 17 oz)= 34 oz= 4 C + 2 oz
Handout:practice sheet #2(4 problem sheet in packet)
On the overhead or white board:
**2 pound 8 ounce box of bisquick pancake mix will yield 28 servings of 1/2 cup size. You need 2
cups of the mix, how many weight ounces would you need?
Students will continue to work on the next 3 problems while the teacher
monitors the class.
Have a student demonstrate the problem on the overhead while the class
reviews the problem.
The problem to the left is the first problem of the sheet, the answer is also
provided with the included key along with three additional problems.
For ease, the following answer looks like this:
MATH-IN-CTE TECHNICAL ASSISTANCE
5. Work through traditional math examples.
******Next we are going to take a look at traditional math and see how it
is used in our classroom to help us with our goals. Example: 5 pounds of
chicken sales for $6.50. How much would a 3 ounce serving cost? (Work
this problem out with the class, answer is worked out to the right.
Let the class know that the handout we are going to complete will be
working with the same kind of problems but with other materials. The
math is the same!
Go over the handout as a class once students have completed the sheet.
Handout practice sheet #3 after demonstrating the
problem to the left
MATH-IN-CTE TECHNICAL ASSISTANCE
6. Students demonstrate their understanding
Complication of Volume and Weight Measurements
OVERHEAD
OVERHEAD:
Teacher will use an overhead: Compl. And Wt.
Measurements A standard sized copy of the overhead, on the left,
is provided in the packet.
Following is a chart with information that compares WEIGHT with VOLUME. Find how many cups
are needed for each ingredient using Proportions. Reach one step further and figure the cost of each
item.
TIP: The Weight Quantity EQUALS the Volume Quantity as listed on Safeway grocery products
packaging.
Ingredient
Tempura Fry
Batter Mix
Weight – Dry
8 ounce
Volume – Liquid
2 cups
Cost: $3.00
Blue Mountain
Slivered Almonds
6 ounce
Cost:$ 6.00
7. Formal assessment.
Find how much is needed for each.
Write each proportion and then
solve the problem:
Prior to the lesson, talk to some of your more
accomplished math students to come up and work
the problems for the class. Have them explain the
process step by step.
¾ cup
Cost:
1 ½ Cup
½ cup
Cost:
Handout: Sheet # 4 Final Assessment-
This assignment will help the teacher to determine how successfully 5 problems
students have mastered the math concepts in the lesson.
Handout the final assessment toward the end of class
/or/ if time is running out, use this assignment for home
work. The key is provided in the packet.
MATH-IN-CTE TECHNICAL ASSISTANCE