Fractions in the Kitchen
Subject Area:
Math
Grade Level(s):
7
Duration of Activity:
2 Days
Description of Activity:
Following the study of the addition, subtraction, multiplication, and division of fractions, the students will use the World Wide Web to locate recipes that contain fractions. This handson learning experience will help students recognize that fractions are used in everyday life. Students will apply the rules for multiplication of fractions and for finding the least common denominator for a group of fractions.
Objectives:
The student will be able to
 use the World Wide Web for research.
 identify fractions found in everyday life.
 compare and order all real numbers and perform operations with rational numbers.
Materials/Equipment:
 Computers with Internet access
 Scratch paper for mathematical calculations
 Handout 1: Sample Recipe [Teachers should print out a recipe found online at Cooking.com / http://www.cooking.com. Select a recipe containing ingredients expressed in fractions. Print out a sample recipe as Handout 1.]
 Handout 2: Recipe Chart Practice Exercise
 Handout 3: Recipe Chart Assessment
Prerequisites (skills or background needed):
 Students should know number theory and fraction concepts.
 Students should have knowledge of operations with fractions.
 Students should know how to research information on the World Wide Web.
Procedure
Teacher Component:
The teacher will
 bookmark Web sites on the World Wide Web before beginning activity.
 review basic mathematical operations using fractions.
 give students Handout 1: Sample Recipe downloaded from Cooking.com / http://www.cooking.com and discuss the way in which the ingredients are listed, with some as whole numbers and some as fractions.
 provide students with Handout 2: Recipe Chart Practice Exercise and point out the three columns of information: Ingredients, Double Ingredients, and Least Common Denominator.
 instruct students how to double their recipes' ingredients using the examples shown on the first two lines of the handout
 provide one or two additional examples that review doubling fractions and reducing them (¾ + ¾ = 6/4 which reduces to 1 ½) or multiplying fractions (¾ x 2 = 6/4, which again reduces to 1 ½ ).
 show students that the least common denominator in column C must be determined from the doubled ingredients in column B. All ingredients in column C must be written using the least common denominator.
 walk the students through the first two lines on the chart.
 ask students to complete the remaining parts of Handout 2: Recipe Chart Practice Exercise.
 instruct students to double the recorded values and record the amount in column B.
 remind students of the care they must take in recording the exact ingredients and provide examples of using incorrect amounts of specific ingredients, allowing students to respond by saying what might happen to the finished product if incorrect calculations are made. Care must be taken in doubling the amounts in the recipes.
 instruct students that the final step will be to determine the least common denominator and record amounts using this number in column C.
 review the answers to Handout 2: Recipe Chart Practice Exercise as a class.
 instruct students to go to the Web site http://www.cooking.com and search for and select a recipe with 710 fractional ingredients with varying fractional measurements. They will use Handout 3: Recipe Chart Assessment to list the recipe ingredients, double the ingredients, and find the least common denominator for the doubled ingredients.
Student Activities:
The student will
 review basic mathematical operations using fractions.
 review and discuss Handout 1: Sample Recipe downloaded from Cooking.com / http://www.cooking.com.
 use Handout 2: Recipe Chart Practice Exercise to understand how recipe ingredients expressed as fractions can be doubled. Work through the first two items on the chart as a class. Complete the chart on an individual basis using the ingredients recorded on the handout.
 review the answers to Handout 2: Recipe Chart Practice Exercise and discuss problems that might occur should incorrect quantities of ingredients be used when increasing or decreasing the amounts of ingredients in recipes.
 go to the Web site http://www.cooking.com and select a recipe with 710 fractional ingredients.
 record the exact ingredients from the recipe of choice into the Ingredients column of Handout 3: Recipe Chart Assessment.
 double each ingredient in the Ingredients column doubling each numerator and placing the new numerator over the same denominator. Record this fraction in its new form in the Doubled Ingredients column.
 find the least common denominator of the doubled ingredients and write each new amount in its new form in the Least Common Denominator column.
 submit Handout 3: Recipe Chart Assessment for a grade to demonstrate mastery of working with fractions and finding the least common denominator.
Accommodations:
 Students will be given needed technology assistance from peer tutors when the students with more computer experience complete their work.
 Students will work on the assignment with partners if there is limited time or computers.
Extension Activities:
 Students may print a copy of their selected recipe from the Web site to take home in order to prepare the dish and bring it to school to share with the class.
 Students can convert the measurements for the ingredients to metric measures.
Integration:
 Mathematics
 Technology
 Language Arts
Assessments:
 Handout 3: Recipe Chart Assessment
URLs:
Curriculum Frameworks
Mississippi:
Seventh Grade
 Apply concepts and perform the basic operations with decimals, fractions, and mixed numbers. (P, M, N)
 Add, subtract, multiply, and divide fractions and mixed numbers.
National Educational Technology Standards (NETS):
 Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
TerraNova:
12 Operation Concepts 1121/22
Demonstrate an understanding of the properties and relationships of operations, relate mathematical representations to problem situations, and apply operational processes to solve problems.
Communicate, model, or represent an understanding of operations concepts.
Link and Feedback to Author(s):
Carrie Martin, Coleman Middle School, Greenville, MS
razmartin2001@yahoo.com
