Math-in-CTE Lesson Plan Template
Lesson Title: Grains - Pizza Making
Author(s):
Natalie Corvino
Lesson #
Phone Number(s):
John Pollock
E-mail Address(es):
nglazer@trenton.k12.nj.us
jpollock@trenton.k12.nj.us
Occupational Area: Culinary Arts
CTE Concept(s): Uses of grains – Pizza Making
Math Concepts: Circles, Temperature Conversion, Measurement
Lesson Objective:
Students will be able to properly explain how to make pizza, create their own dough, and successfully stretch,
shape, and cook their pizza.
Supplies Needed:
Flour, oil, sugar, yeast, water (warm-hot), mozzarella cheese, pizza sauce, spices(oregano, basil, garlc, black
pepper, salt), pizza pans, bench scraper(or straight-edge spatula) and any topping desired.
Core-Content
Standards
G-MG 1. Use geometric shapes, their measures, and their properties to describe objects.
G-MG 3. Apply geometric methods to solve design problems.
G-CO 1 Know precise definitions of angle, circle, etc.
G-CO 12 Make formal constructions with a variety of tools and methods
THE "7 ELEMENTS"
TEACHER NOTES
(and answer key)
1. Introduce the CTE lesson.
As students come in have them complete the Do-Now on the board.
Have the do now written on the board as the students come in so
they can get right to work on it. Making the dough should have been
On the board “ Explain the dough making process you used yesterday,
the previous day’s lesson and the dough should already be made
make sure to include what the yeast does and how it works.
and ready to be stretched out and cooked for today.
It is quite obvious to see and they should say it is much bigger today.
Show the students the sample dough that the teacher(you) made You can briefly review how the yeast worked(from the previous
yesterday and ask them what differences they see in the dough lesson) to make the dough rise.
between yesterday and today.
Tell them “Today we will stretch out the pizza dough and turn it into
pizza”
2. Assess students’ math awareness as it relates to the CTE
lesson.
Hold up the pizza pan and ask “What shape is this.”
You can use any shape pans you want but for this particular lesson
you need to use round pans because the lesson is about circles.
Students should have no problem identifying the shape as a circle.
Ask “What do you know about circles?”
Answers or terms you are looking for would be diameter, radius,
circumference, and area.
Ask students to define…
Radius – the line segment that connects the center of the circle to the
They should be able to tell you the radius is half the diameter.
edge of the circle.
Diameter – the line segment that from 1 side of the circle to the other
that passes through the center.
Ask “Can anyone tell me how the radius and diameter are connected?”
Circumference – the perimeter of the circle. (2 * r * pi = the formula)
Area-the whole inside of the circle. (A = pi * radius squared)
3. Work through the math example embedded in the CTE lesson.
Have students calculate the circumference and area of their pizza pan.
“Using what you know each group please find the circumference of
your pizza pan.”
Tell students “Now that we know this information we can now properly
create stuffed crust pizza, because we can figure out how much dough
will be crust.”
Hand out pizza pans to groups.
Hand out pizza pans to groups.
12 inch pan = 12π ≈ 37.7 in = Circumference
= 62 π ≈ 113.1 in2 = Area
12 inch pan = 12π ≈ 37.7 in = Circumference
= 62 π ≈ 113.1 in2 = Area
14 inch pan = 14π ≈ 43.98 in = Circumference
= 72π ≈ 153.9 in2 = Area
14 inch pan = 14π ≈ 43.98 in = Circumference
= 72π ≈ 153.9 in2 = Area
Students are most likely going why they need to know this. Why can’t
we just stretch it out to fit the pan.
Students will begin to stretch their dough on to the pan so that the
dough covers the whole pan.
Ask: When we make stuffed crust pizza, will we have sauce in it? (no)
Ask: What sort of food items would we want it in? (answers will vary).
No.
Answers will vary.
Ask: Does anyone have any idea how we get cheese inside the crust
without any sauce in it? How could we leave an evenly spaced 1 inch Some may say that we will need to save some space or leave a
border. Hopefully someone will say shrink the diameter.
border around the sauce on the dough?
Ask: Would we take an inch off of just one end?
No both ends; a total of 2 inches is taken off the diameter
Have the students calculate what the new diameter will be.
For the 12 inch pan, the new diameter will be 10 inches.
For the 14 inch pan, the new diameter will be 12 inches.
Let the students measure out 1 inch from the border to a point in the
dough. Have them do this several times so that they will be able to
estimate better where they will sprinkle the cheese. Have students
sprinkle cheese, fold over the crust, and spread the sauce.
Alternate Embedded Math
Have students get their dough and start stretching it to fit the pizza pan
they have.
Once all groups have this ask the students “Now how can we make the You will get several different answers but hopefully someone says to
crust an even 1 inch width around the circumference of the entire measure it.
pizza? “
1st you will have to find the center point in the dough.
What is the 1st thing we need to do?
- Measure the entire dough 2 times, each time once
- Find the center point in the dough.
horizontal and once vertical, making sure to pass through
the center, finding the intersect point, should be the
center of the dough where the 2 meet.
- The students will be measuring the radius of the pizza
crust and then measuring back an inch to create the
pizza pie crust.
-
-
-
***If the radius from the center point to each side is not equal then
Next use a skewer and string, tie 1 end of the string to the
you are not at the center point and need to measure again.
skewer and place the skewer at the center point you found
in the dough.
Stretch the string to the outer crust and cut it to the length of
**This part will most likely all have to be a teacher guided exercise.
the radius of the dough.
Measure 1 inch in from the outer end of the string and mark
the string there.
Tie a 2nd skewer to the outer end of the string where you
marked off 1 inch.
Now without moving the center skewer, move the outer
skewer around the circumference of the dough marking it as
you go around, like if you were using a compass(which you
are it’s just a homemade compass)
Now your dough should be marked an even 1 inch all
around to stuff and roll your crust.
4. Work through related, contextual math-in-CTE examples.
Ask: Has the circumference and the area of the pizza changed? (yes)
Why has it changed?
14 inch pan with the new diameter of 12 inches:
= 12π ≈ 37.7 in = Circumference
= 62 π ≈ 113.1 in2 = Area
12 inch pan with the new diameter of 10 inches
Using the new diameter, have the students calculate the new area and
C = 31.42 inches
the circumference of the pizza.
A = 52π = 78.54 in2
5. Work through traditional math examples.
1. Find the radius of a circle if the circumference is 18.85 ft
1. 3 ft. (divide the 18.85 by pi which is approx equal to 6. Take
half of 6).
2. Find the area of a circle given its circumference is 7π.
2. 38.48 units2. (the diameter is given in the circumference
which is 7. Take half of 7 =3.5. Square 3.5 and times it by pi).
3. Find the diameter of a circle if its area is 62.83 cm2.
3. 9 cm. (divide the area by pi = 19.99. The get the square root.
Then double it and it will be approx be 9 ).
4. a. 8 inches
4a. A Frisbee has a circumference of 25.13 inches. What is the
diameter of the Frisbee?
b. What is the area of the Frisbee?
c. the same company made a larger Frisbee that has twice the area
of the first Frisbee. Find the radius, the diameter, the area, and the
circumference of the larger Frisbee?
b. 50.27 inches2 (half the diameter, square it, and then
multiply it by pi).
c. first find the new area by taking the original area
multiplying it by 2 = 100.53 inches2.
Then you can get the radius by dividing by pi and taking the
square root = 5.66 inches.
Diameter = double 5.66 = 11.31
Circumference = 11.31 * pi = 35.54 inches.
6. Students demonstrate their understanding.
Students will finish their pizza project and their understanding will be
seen in the crust of the final baked product.
7. Formal assessment.
- Outcome of the student groups pizza’s. They should all be round as
possible with an even crust 360°
Also students will be asked to write a brief exit slip on the procedure
they followed to make and keep the pizza as round and even as
possible.
NOTES: