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Lesson Title: Units of Measure for Baking
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Grade/Age Level: 4-5 th grade
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Subject Area: Math
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Time allotted for the lesson (express in number of class meetings and/or number of hours): 1 hour long class
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Short description of lesson (write a brief, yet concise description of what occurs in this lesson): a.
In this lesson, the learners will learn to measure ingredients for cooking and baking.
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State Curriculum Standards met in this lesson:
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.
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Instructional Objectives a.
Learn units of measure: Dry, Liquid, other b.
When to use a measure cup vs. measuring spoons or weight c.
What measuring spoons measure
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Instructional Procedures a.
Lesson Set
Students will be given sets of measuring cups. There will be pasta, play dough, and water to put into the measuring cups. Students will be asked to measure a
½ cup of each ingredient. A discussion will ensue with these questions: Do all of

these amounts look the same? Do these all weigh the same if they are all a ½ cup? Do you think they should be measured differently and why? b.
Techniques and activities
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The first part of the lesson will consist of learning how many oz are in a cup, and how many cups are in a lb. Students will work in groups using electric scales to figure out how much each weighs. Time at each station will be limited to 5 minutes and groups will circulate so every has time at each table
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The Second part we will learn why measuring spoons seem to different from the other measurement tools. With this project we will be working with a set of measuring spoons and water. Measuring spoons measure smaller amounts but they technically a liquid measure. Why should liquid be measured differently than other ingredients? Let find out! We will use a chart that shows liquid measure of spoons and measure them out to see if they truly are accurate.
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The third part we will explore when to use a liquid or dry measure. We will use our measuring cups again. This time, there will be a liquid measuring cup and a dry measuring cup available. Students will measure the same things they did in the introduction and see if there is a difference. c.
Lesson Closure
The students learned that different ingredients don't fit the same amounts in a single type of measuring cup. There are two different types of measuring cups: liquid and dry. For things that are irregular like an egg, can be counted ex. 3 eggs.
We also learned that sets of measuring cups needed to be used in the same recipe because each set differs slightly. To be most accurate in measurement the best instrument to use is digital scale to weight ingredients.
Students will be using these skills when baking cinnamon rolls. A poll will be taken of the classes opinion of what would happen if the dry measuring cup is switched with the wet (liquid). Students will be able to choses from a variety of answers or fill in their own. The premade choices are:
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Most people won’t notice the difference
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the dough will be more sticky
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the cinnamon rolls will be dry and dense
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The rolls will be doughy in the middle and over cooked on the outside.
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Adaptations for special learners

Lower tables can be used to make sure there is easier access to the tools to be used with enough space to maneuver. Students will be encouraged to collaborate with each other so ideas can be disseminated and all types of learners can fully participate.
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Supplemental Activities: Extension and remediation
Students will be able to take turns measuring out ingredients they believe to be a cup,
1/3C etc. and then weight it on a digital scale to see how well the instruments measure and how well they packed the ingredients. They can also use a balance to visualize what the different ingredients look like at the same weight.
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Assessment/Evaluation
Students will assess their own participation by writing down the discoveries they made and insights they gained from working with peers. They will be given a rubric for selfassessment as follows:
 I explained 2-3 things I learned from the experiments in 3 2-3 paragraphs.
 I explained at least one important idea that I got from another classmate in 1 paragraph.
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I explained how I thought learning to measure will be useful to me in 1-2 paragraphs.
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The teacher will respond to each students essay about their learning experience and provide guidance or further ways to explore the student’s ideas.
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Learner Products
Learners will produce and essay about their learning and experience in the lesson in addition to a chart about possible outcomes for baking with the incorrect type of measuring tool.
* Note for learners: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for
Technology Integration.