Fractions Learning Pathways

 

Generate and recognize equivalent fractions using models and symbols

Generate and recognize equivalent fractions using models and symbols

 

 

Recipe Task

Description
Students decompose fractional amounts in a recipe using the unit fraction,
1 / 4
‚Äč, in order to accurately mix ingredients using only a
1 / 4
measuring cup. They compose equivalent fraction using unit fractions and representing them in a variety of ways. As an option, the recipe can be prepared and baked by the class.

Mathematics
Decomposing fractions aids students in gaining a concrete understanding of the relationship between a pair of equivalent fractions. Using concrete and visual representations like drawings or measuring cups are beneficial when proving equivalency.

Curriculum Connections
Students will:
  • decompose fractions into unit fractions
  • count by unit fractions
  • compare fractions with friendly but unlike denominators
  • generate equivalent fractions using models
Instructional sequence
  1. Pair students.
  2. Introduce task using BLM 1: You want to bake some cookies but you only have a
    1 / 4
    measuring cup.
  3. Allow students to work toward a solution using strategies of their choice (eg. concrete models or drawings of area or set models)
  4. Consolidate their learning by having a few students share their work using the Key Questions as guidance.
  5. Get the students to independently place all of the recipe fractions on a number line. Have the students also write the equivalent fractions in fourths. (1
    1 / 2
    =
    1 / 4
    +
    1 / 4
    +
    1 / 4
    +
    1 / 4
    +
    1 / 4
    +
    1 / 4
    =
    6 / 4
    )
Highlights of student thinking
Students may:
  • make connections to money (.25 =
    1 / 4
    )
  • use a variety of concrete models: area, set, volume;
  • write the fractions on the number line in many ways 1
    1 / 2
    ,  1
    2 / 4
    ,  
    6 / 4
    ;
  • use mixed and improper fractions interchangeably;
  • have difficulties partitioning their number line into unit fractions
  • have difficulties transferring knowledge to number line.
Key questions
  1. What model did you use to decompose or break down the given fractions?
  2. How did your unit fraction (
    1 / 4
    ) compare to the fractional amounts in the recipe?
  3. How did you recognize the equivalent fractions on the number line?
  4. Can you write your mixed fraction as an improper fraction?
Materials
  • BLM 1
  • BLM 2
  • Baking recipe or task templates of recipe math (one copy per pair)
  • Paper for number line
  • Multiple
    1 / 4
    measuring cups (you could use paper cups to allow a lot of cups per pair)
  • Task Templates
  • Implementation
  • Student Thinking
  • Additional Resources

Double Chocolate Chip Cookie Recipe

To download a copy of this .pdf, click here.

Double chocolate chip cookie Recipe

To download a copy of this .pdf, click here.

Recipe Task

To download a copy of this .pdf, click here.

 

Return to ...
Return to Fractions Learning Pathways Home