1. Unit Goals
The unit is a culmination of multiple forms of math and sciences used in a real world
tangible context. The goal is for the students to practice and demonstrate their factions,
measuring and hypothesis skills by baking. Ex. (2/3 cups need doubled) or if we change the
amount of flour what do you think will happen to the dough?
2. Specific ways to relate goal(s) to curriculum
Teaching units of measure, addition, multiplication, division, and subtraction of fractions and
scientific concepts for grades 4-6. Goals will be aligned to Common core standards.
The amount of standards being used might seem like too much, but whenever a person cooks
or bakes, they are using all of these skills. If one is missing then their recipe will fail. For further
information on the chemistry, math, and food science refer to Harold McGee at
http://www.curiouscook.com/
Extend understanding of fraction equivalence and ordering.
CCSS.Math.Content.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with
attention to how the number and size of the parts differ even though the two fractions themselves are
the same size. Use this principle to recognize and generate equivalent fractions.
CCSS.Math.Content.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Build fractions from unit fractions.
CCSS.Math.Content.4.NF.B.3.a
Understand addition and subtraction of fractions as joining and separating parts referring to the same
whole.
CCSS.Math.Content.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l,
ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms
of a smaller unit. Record measurement equivalents in a two-column table.
Build fractions from unit fractions.
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or
performing technical tasks.
Craft and Structure:
CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
3. Characteristics of the students for whom this unit is intended
Average integrated 4th/5th grade class with students of various abilities and mild
developmental disabilities such as autism spectrum or dyslexia. This class is a culmination
of basic math concepts regarding fractions and representing data.
4. Student’s Present Level of Performance and Knowledge
The students will know basic fraction, units of measurement, and scientific methods. The
students will have the skills needed to complete the task such as adding and subtracting
fractions, knowing units of measure and how to evaluate information from experiments.
Students will need to learn very basic baking terms such as kneading, rising, double. These will
be addressed through demo, visual aids and trial and error. These skills will be taught through
direct instruction the same day as the baking, because they don't have anything to do with the
standards being taught. They refer to baking instructions and won’t be assessed.
Lesson 1 will focus on fractions, lesson 2 will be units of measure and unit 3 will be how to
conduct research.
5. Classroom Layout and grouping of students
The instruction and cooking will take place in the classroom on tables set up in the back of
the room. The baking will take place in the school cafeteria. Students will be in groups of 56.
6. Introductory procedures
The unit will be set up by predicting the weather at the end of each day for a week in advance
of the baking exercise. Students will also be stating why they made the prediction and the next
morning write what the weather is. This will introduce the student to making predictions. A
hypothesis is an educated prediction. The students will be hypothesizing what will happen to
their cinnamon roll dough
The math section will be set up by performing a game with various objects set up in various
stations where students will be exploring the relationship between fractions and whole
numbers and on a separate day incorporating the units of measure by having the students use
measuring spoons and cups or arbitrary measure such as their feet.
The day of the baking will introduce observations by using the student’s sense. They will
touching, hearing, and smelling things blind.
All of these procedures are necessary to have the students prepare to bake on the last lesson as it introduces the students to the concepts they will be using.
7. Materials and media
We will need the help of the kitchen staff, letters to parents addressing dietary or
allergen concerns, utensils, bowls, and ingredients for baking, journals for observations,
cleaning supplies and parent volunteers. All should be available.
8. Visuals. Identify at least 8 static graphic visuals that you will be creating and use, their
purpose and design.
A. How to know if your dough has doubled visual aid
Observing the dough get twice the size can be abstract so this visual will show where the dough
should start and how big it will be when doubled. This aid will be a bulls eye shape where the
students can place the dough in the first ring and in when it fills the second ring that is double
the size of the first they will know it is finished.
B. How to level ingredients
If ingredients are not measured with precision the recipe can fail. Students will use this visual to
follow the process of leveling ingredients in a measuring cup.
Two methods of leveling will be shown in steps. One for brown sugar and the other for all
other dry ingredients. ex. leveling flour. 1.) Over fill measuring cup with flour 2.) Use wrong
end of a butter knife to make lines in the flour 3.) Place the dull end of the knife flat on the
handle and swipe across the measuring cup
C. Ingredients list
This will be a visual showing the ingredients and their amounts. This will be a good way the
students can double check what they have is correct and in the proper amounts. ex. 2 eggs will
show two eggs
D. How to measure dry ingredients
Will demonstrate how to measure dry ingredients and what measuring utensils that need to be
used for dry goods.
Will show to measure with a scale for most accuracy and the importance of using the same type
of measuring cup for the entire recipe. Will take different images of ceramic, metal, and glass
measuring cups and show how each one measure slightly different even though they say they
are all the same amount. Then photos of the contents of them measured on a scale. How to
zero a scale will be shown before each example.
E. How to measure wet ingredients
Will demonstrate how to measure wet ingredients and what measuring utensils that need to be
used for dry goods.
Place cup on a flat surface make sure there is no movement (this will be done with the icon for
no for what is the right way and what is not.) Show a picture of a measuring cup with a colored
liquid and show the line it is on. Next to the image state the amount in a fraction.
F. When do I use measuring spoon or a measuring cup?
A guide to help students know what utensils to use when measuring
A cartoon or picture guide showing; a spoon measures, dry cups, wet cups, and the actual
amounts of a pinch, dash etc
G. Fractions sheet (half’s and quarters guide)
In many recipes an entire batch might be too much. This will help the students how to cut the
fractions in the recipe in half or by a quarter.
This will be shown using a pie shape or rectangular shape and showing what we get if we take
out half of it or a quarter of it.
H. What does it mean to double, or triple?
This is the sister guide to the cutting fractions. It concerns making bigger batches of a recipe.
These terms are what is used to make recipes bigger, will demonstrate that when we try to use
more complicated fractions i.e make larger by 1/8th we might run into trouble because recipes
often use very small amounts of ingredients or that a measuring devices are only so big.
We will show this by showing a simple recipe and then will portrait every ingredient being
doubled or tripled, etc.
9. Assessment and evaluation of learner understanding
Informal ongoing observational assessment will be used to introduction areas, group work
and during meeting periods to be able to support individual student needs at the beginning,
middle, and competition phase of each lesson. Students will be using their observation
journals that will be checked nightly for active participation and engagement with the
materials allowing the teacher to assess the need for reworking lessons. The observation
journals will be given to students when they begin the science portion of the unit. They will
write or draw observations about weather, what their dough is doing, the smell, the size the
color etc.. The journals will be collected nightly and used for them to reference what is
going on with their hypothesis about their cinnamon rolls. There will also be work sheet for
the math sections and student art depicting their understanding of the math concepts. The
formal assessment will involve a rubric describing what is needed in the student’s
hypothesis, observations, and conclusion that will be collected and graded at the end of the
unit.
10. Relate assessment instruments to the outcomes stated in the goals.
They are related when students demonstrate their understanding of concepts of scientific
research (testing a hypothesis) fractions and units of measure and ending in an experiment
where they utilize those skills together. These instruments try to be as a student-centered
as possible allowing for collaboration and an open exchange of ideas that is the heart of
research and education.
* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html