Manipulating Formulae...Using Recipes To Understand

Nancy Ressler Oakton
1600 E. Golf Rd.
Des Plaines Il 60016
708-635-1968

Objectives:

1. The student will write recipe amount changes to any given increase or
decrease.
2. The student will be able to fill in missing data for any given situation.
3. The student will understand the importance of formula applications to
everyday life.
4. The student will develop a tentative understanding of writing and using
formulae.

Materials Needed:

Recipes (multicultural, family, commercial), Formula worksheets, Sugar,
The class will be divided into groups of four, with the desks of the
students in each group facing each other.

Strategy:

This mini-teach is directed toward any grade level in order to introduce
and give a foundation to the importance of formulae and their accuracy. To
understand the step by step method of transferring and transposing amounts and
variables on paper, students will use their recipe addition and multiplication
skills by first attempting to make something (lemonade) without a formula -and
tasting it- then using a recipe for the lemonade -and tasting it again. From
this stage, paper and pencil work will occur with baking or cooking recipes,
scientific formulae and finally word problems.

Students will rearrange their desks to form groups. Four problem
situations and a performance assessment will be given to each member of each
group, one situation at a time. Group discussion of each situation will be
approximately five minutes. Only after the first situation will the class come
back together to discuss their set of directions. One student from each group
will read their directions as another follows along on the chalk board (or
work. If other groups have the same amounts of substitution we will move on.
Otherwise we will discuss the variety of ways of increasing or decreasing
formula amounts. The students will regroup and discuss the remaining situations
which will be given to them in five minute intervals. Again, as a class we will
discuss their outcomes.

The next activity will allow the students the creativity of making a
formula "fit" any event or incident. After five minutes a class discussion will
be held.

A final phenomenological application word problem will be given. The
students will read and work the problem together.

Lastly, a rubric will be given evaluating the activity which required
working a formula (any type which "fits" the activity or incident).

Performance Assessment:

Scoring Rubric

DEMONSTRATED COMPETENCE 5 POINTS
-includes clear and concise mathematics
-demonstrates an understanding of the concept
-applies the formula
-presents a clear connection to the formula and the situation by
explaining the variables and what they represent
-evaluates why the answer makes sense

SAME AS FOR 5 POINTS OMITS ANY ONE OF THE ABOVE POINTS 4 POINTS

SATISFACTORY RESPONSE 3 POINTS
-includes "some" mathematical approach, no matter how embryonic
-presents a connection to the attempted formula and the situation
by "making sense"
-evaluates or discusses what kind of answer should result