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Cupid Targets Fractions and Recipes

Cyndi Sexton King
Eastside Elementary School
Whitfield County Schools

Contents

Task
Overview
In each task, students will use everyday life fractions to help them see the logic and purpose of understanding fractions. Students will work in cooperative groups to equally divide fractional portions, calculate recipe proportions, and justify answers.

** This is a 5th grade task. However the strategies the students used to solve the problems, using reasoning and computation, is more in line with the expectations in 6th grade. Therefore, this classroom video has been added to the resources for 6th grade teachers.

Illustrative Task
Task 1
Students are planning a Valentine’s party for their class. They are anticipating 20 people being at the party. With only week one to plan, students will have to find recipes for what they will be serving-no pizza and can drinks permitted. Then, they will need to rewrite the recipes for the total number of people coming to the party. Next, students will need to check the cupboards to see what they already have and make a grocery list of what they will need. Finally, students will go grocery shopping–They will only have $50 to spend on food. There’s not much time left…only a week. So, they better get busy!

Task 2
To students—“You are now the owners of Klutz Catering-You are catering 4 parties today-read the Situation Stumper and solve your catering nightmare-remember your quick thinking can save your company!”

GPS Addressed
M6N1. Students will understand the meaning of the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems.
    d. Add and subtract fractions and mixed numbers with unlike denominators.
    e. Multiply and divide fractions and mixed numbers.
    g. Solve problems involving fractions, decimals, and percents.

Video Information
Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
  1. What kinds of questions does the teacher ask to promote students’ problem solving?
  2. How is the teacher gauging students’ current understandings and building from those understandings?
  3. Consider the GPS standards listed with this video.
  4. What makes this lesson different from lessons you have taught on this topic?

Classroom Materials

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