1. science
2. mathematics
3. algebra

Subject-Centered Curriculum Portfolio Cover Sheet Unit Title: Number Systems & Fractions Team Members: Megan Barnash, Paige Cowen, Elizabeth Phillips, Jennifer Poncin Team Name: Hedgehogs School Name: Bloomingnormal Central Middle School Subject Area: Math Grade Level: 6th 1 1) Unit Overview A. Number Sense is a two-week unit on mastering division of multi-digit numbers and the
division of fractions. The first week will be spent working with students on dividing
fractions and the second week will be spent working with students on dividing multi-digit
numbers. At the beginning of each week there will be a formative assessment in which
the teacher can use to see what the students already know about each standard. At the end
of the first week there will be a summative covering the new material. At the end of the
second week there will be a unit project. Here is a break down of each day.
Week 1- Monday: pre-assessment/ Formative (provided pg. 9 ‘Divide It Up’ and rubric pg. 10).
We want to assess our students so that we can figure out where we need to start and how
well our students already know this material. We will present our findings to the students
on Tuesday Tuesday: First, we are going to go over the formative that we present our students with
on the previous day. This way, students can learn what is expected of them from this unit.
Then, we are going to work on the Real World problem sheet (provided pg. 11 ‘What’s
Cooking in Chef Ramsey’s Kitchen?’). This assignment is not turned in for a grade but
will be used by the children to make mathematical connections to real life situations.
Lastly, we will finish the day off with a group discussion. We will prompt the kids on
what the processes were that they used when solving the problems. By doing so, the kids
will understand the processes they had been using and make the connection to division. Wednesday: Instruction on the Elements of Dividing Fractions & Moby Max (provided
is a sample URL for the teacher’s site to MobyMax.com.
http://www.mobymax.com/MM/MT/?552761 ) For more information on why we used
MobyMax.com and what MobyMax.com is, go to the Pedagogy section of this portfolio Thursday: We will dig deeper into real life uses of dividing fractions. The students will
work to finish a Real World worksheet. (Provided pg. 12 ‘Lets Get Baking’) Friday: We want to end our week with a fun activity that is challenging to our students
and also assesses their understanding. We will play ‘The Fraction Game’ as a class. Each
student will receive a rubric, in which it will state how we are to assess their
mathematical understanding (Provided pg. 13 ‘The Fraction Game’ and rubric provided
pg. 14 ‘Rubric: The Fraction Game’) Week 2- Same set up as week 1. This consistency provides support to young adolescents.
We encourage our students to keep track of their daily agenda’s therefore, by keeping a
consistent flow of class, students can manage their time and course work more efficiently. Monday: pre-assessment/Formative (provided pg. 15 ’Divide It Up Part 2’ and rubric
provided pg. 16 ‘Rubric: Divide It Up Part 2’ ). We want to assess our students so that we
can figure out where we need to start and how well our students already know this
material. We will present our findings on Tuesday. Tuesday: First, we are going to present the results from the previous day’s assessment.
This is a way for teachers to gather data but for students to learn what is expected of them
in the upcoming unit. Then, we are going to start by doing a Real World problem sheet
(provided pg. 17 ‘Circulation’). The kids will learn about the connections between their
2 bodies and mathematics. Students will work with others around them to promote studentcentered learning. Wednesday: Instruction on the Division Algorithm & Moby Max (Provided is a sample
URL for the teacher’s site to MobyMax.com
http://www.mobymax.com/MM/MT/?552761). To learn more about MobyMax.com and
to read why we used MobyMax.com, go to the Pedagogy section of this portfolio. Thursday: We will dig deeper into dividing multi-digit numbers with more real world
problems. (Provided pg. 18-19 ‘Real World Connections’) Friday: We will end our two-week unit with a group project. This project will be a final
assessment over standards 6.NS.1 and 6.NS.2. In the projects the student will be working
in groups, and together figuring out different questions about a recipe. For extra credit,
and because we love food, the students may actually make their recipe and bring in the
food item on Monday. What is expected is for the students to be working on the
mathematics portion all day in class. (Provided pg. 20 ‘Let’s Get Cooking’) B.
This unit is developmentally appropriate for young adolescents in 6th grade for
multiple reasons. First, the unit topic is expected by the Common Core State Standards
(6.NS.1 & 6.NS.2) and possesses all eight of the mathematical practices. Secondly, the
unit involves multiple activities, student-lead discussions, and a handful of different
worksheets. Thirdly, the material is presented to the students in a relevant matter
therefore the students are able to make mathematical connections to their everyday lives.
2) Major Educational Concepts This unit focuses on division. The purpose is for students to master dividing multi-digit
numbers as well as dividing fractions. Both of these two concepts fall under the Common Core
State Standards for sixth grade number system. In order to meet these standards we will be using
different processes. We will be using real world problems in which the students will be able to
relate their own stories to mathematics. We will also be using visual contexts having to do with
division of fractions; this is highly recommended in the common core standards. It is best for our
students to see in multiple lights how to grasp the concept of division, therefore we want to
provide as many different processes as possible so we can reach out to every student. 3) Standards A. CCSS.Math.Content.6.NS.A.1 Interpret and compute quotients of fractions, and solve
word problems involving division of fractions by fractions, e.g., by using visual fraction
models and equations to represent the problem.
CCSS.Math.Content.6.NS.B.2 Fluently divide multi-digit numbers using the standard
algorithm. B.
The unit on division of both multi-digit number and fractions will be addressed in
two sections. The first week on the unit will be furthering the student’s knowledge of
fractions by introducing division with fractions. Having the students work with real world
problems involving division of fractions will help them to understand the thought process
of how to solve any division problem. The week will start with a formative assessment to
see where the student’s ability is with division involving fractions. Then Tuesday and
3 Thursday there will be small activities involving real world problems including division
of fractions. While on Wednesday the students will be getting direct instruction on
division of fractions, and having time to individually test their knowledge on Moby Max.
On Friday the students will be assessed through playing The Fraction Game. The students
will be assessed based on a rubric that will be provided. This will meet the standards by
addressing in-depth lessons on how to solve division problems through both real world
and algorithmic equations. Students will get the chance to interpret when to use division
with fractions on Tuesday when we do not tell the students which operation to use to
solve the problems, and ask them to try to figure it out on their own. Word problems will
be assessed Tuesday and Thursday using real world problems, while most of the
computing will be done Wednesday and Friday through direct instruction and the
Fraction Game.
For the second section/week of the unit the students will be working on division
involving multi-digit numbers. We start the week with a formative assessment using
almost all standard algorithm of division with multi-digit number. This will assess how
much the students know about how to divide multi-digit numbers. Tuesday we will talk
about the thought process the students used to solve each problem, then continue into real
world problems on using the standard algorithm to solve them. Wednesday we will use
direct instruction/ lecture to talk about terminology and give examples on how to solve
the problems of division. The rest of the day will be spent testing their knowledge
individually through Moby Max online. Thursday will be addressing the standard by
furthering the student’s knowledge with the standard algorithm using real world
problems. On Friday the students will be tested on the over all unit by using real world
problems to solve recipient scaling. The students will be addressing both standards by
using division with multi-digit numbers and fractions at the same time. 4) Pedagogy A.
We are developing a 2-week unit of dividing fractions, and dividing multi-digit
numbers, for 6th grade Math, and the first thing we want to do with our students is find
out what they already know about dividing fractions and multi-digit numbers, so that we
won’t cover material our kids already know. We will do this with a pre-test, and also at
the end of the pre-test is an “extension problem”, because we want to see what other math
skills our students have as well. We will follow it up on the first day with a real-world
problem to discuss and solve in class. We want our students to be involved and engaged
right away, and also prepared mentally for what we’re doing in class, so we feel that
problem solving in class is a good strategy to get them interested early in the unit.
We also want our kids to know in layman’s terms what exactly they are learning
about, so we developed a set of “I Can…” statements for them, that explains what they’ll
be able to do at the end of the unit. We will talk about these with the students on the
second day of the unit, when we go over the pre-test. The students will also get their first
worksheet on the second day, which is a pair of problem-based math questions that
require them to divide both whole numbers and fractions, and then to draw out their
answers visually. This will give our kids an opportunity to not only solve the problems,
but also represent their solutions visually, something that appeals to students with less
traditional learning styles. 4 Then we want to be able to track their progress as they learn the new material by
using a website we have been using in the schools we’re working in, called
www.mobymax.com. Moby Max is used by teachers as an intervention tool that can be
used in class, by having students solve math problems and automatically compiling the
data generated by the students’ answers. We plan to use Moby Max on 2 days of the unit,
once during Week 1 and again during Week 2, and it will follow a brief direct instruction
time where the kids are actually taught how to divide numbers mathematically. We want
to provide some direct instruction, but not too much, because adolescents are not really
keen with being told what to do or how to do it. In addition to this, we want our kids to have some fun activities where they will
be able to work on their developing division skills. This is why we are doing a fraction
game at the end of the first week, where the students will have to use their skills while
they play the game; another activity that we’ll be using is at the end of the second week,
where students will have to apply what they’ve learned to divide a recipe; and while the
math will be done in class on the last day of the unit, students who want to earn a little
extra credit will have the opportunity to take the recipe home, make it, and bring it to
school the following week. During the second week, we are planning to use problems from the Glencoe text
to lead some classroom discussion while working together to solve real-world problems.
We also found during our MAT302 course that asking the right questions of students
requires them to do more high-order thinking than simply solving problems on
worksheets (Chappell, M.; et al. Modifying our questions to assess students' thinking). B. Worksheets will be provided after the appendix.
C.
Our students will meet the standards because throughout the unit, we are requiring
them to do more than just solve a bunch of math problems. We have a variety of
activities and exercises that appeal to many styles of learning, and we also have several
strategies in place to help our kids stay focused on looking at division in a very deep way.
Also, by offering our kids extension problems throughout the assessments and
real-world problems we are doing in class, we are requiring our students to apply and
extend their previous knowledge of division. Finally, by following up all of our activities with additional practice in class and
by discussing problems in depth, our students are more deeply understanding the why and
how of computing division problems by using common factors and multiples to help
them drive their computations.
5) Major Project
The major project of the unit has the students convert two different recipes and using
division of both fractions and multi-digit number to change the recipe. Through out the 2-week
unit the students will be dealing with real world examples, and through lecture, to help students
to understand how the operation of division works. We will first test the students on their ability
before we actually help the students to learn division properly. During each week there will be
two days spent working on real world problems and one with lecture and self-directed learning
with Moby Max. The students will then receive their major project/assessment on the second
Friday of the unit. They will be put into groups to solve two different recipes. One recipe they
5 are asked to divide each ingredient amount by a fraction and the other by a whole number. Both
recipes will consist of fractions and whole numbers. They will use the information they have
retained from the past two weeks to complete how to resize the recipe. You will see on page 20
what the project actually looks like and the rubric that goes with it. The students will be assessed
on if they can correctly solve each division problem. There will be three categories the students
can fall under. Exceeds, meets, and needs improvement. The students will get a chance to redo
their work for half the points if they would like to. This will help the students to realize what
they did wrong, and give them a change to understand how to fix it. Also, they will be filling out
a peer assessment form on their group to make sure all the work was spread evenly to everyone.
Over all, this addresses the whole unit by asking the students to complete real world problems
using division of both fractions and multi-digit numbers. These were the only two components
that were the main focus. Also, there was a lot of attention on real world problems, and having
them relate to something the students know.
6) Resources Carter, J. A. (2013). Glencoe Math (CCSS ed.). Columbus, OH: Glencoe/McGraw-Hill. A major resource we used for making a few worksheets and developing a structured
lesson came from this new common core textbook. It offered us the amount of information that
we needed in order to make our unit addressing two different standards. Glencoe Math is a
robust toolkit designed to support your unique teaching style, your ideas, and the needs of your
students. This text makes it easy to motivate students, teach the Common Core State Standards,
and incorporate the latest technology. Personal Communication with Paige Cowen Another major resource we used for this project was our interaction with Paige’s
worksheets. Paige created a majority of our worksheets and final activity from scratch based
upon the standards that we were addressing within the unit. Willett, W., & Willet, G. (n.d.). MobyMax: Complete K-8 Curriculum. MobyMax: Complete K8 Curriculum. Retrieved September 8, 2013, from http://www.mobymax.com/ In our unit we wanted to allow some sort of technology to address the specific standards
and information that we were addressing in class. In order for us to do that we decided to use a
website call Moby Max. Moby Max offers adaptive curriculum that creates a unique,
individualized education plan for each student, allowing gifted students to progress as quickly as
they like while simultaneously ensuring that remedial students get the extra instruction they
need. 7). Assessment
A.
In this two-week unit, the students will be assessed through two formative and
summative assessments created by the teacher. On each Monday in the first and second
week, the teacher will hand out a worksheet to the students that will cover the problems
addressing the standards that the students will need to know. This formative assessment
for week one will tell how well the students know how to divide fractions. During the
second week the formative assessment will tell how well the students can divide multi
digit numbers. These assessments will also address where each student stands in the
6 understanding of these standards. With completion of these assessments the teacher will
get an idea of how to create and address her lessons in order to meet the needs of each
one of her students.
For week one, the formative assessment worksheet entitled, Divide It Up, gives a
list of twelve different divisions of fraction problems and an extension problem of
ordering numbers. The twelve problems provide the students different ways to divide
fractions. The extension problem offers the students who can fluently divide fractions an
opportunity to activate their prior knowledge on the ordering of numbers. Where the
worksheet provides an insight for the teacher to find what kinds of problems each student
comprehends or struggles with understanding.
For week two, the formative assessment worksheet entitled, Divide It Up Part 2, asks the
students to try and solve ten different division of multi digit numbers and also an
extension problem consisting of labeling the diagram. The ten problems that the students
are asked to solve provide the teacher with information about where the students stand in
the understanding of division of multi digit numbers. This assessment also gives the
students the chance to work with different types problems. The extension problem offers
the students who can fluently divide multi digit numbers more opportunities to keep
learning, by activating their prior knowledge of vocabulary related to the unit. With the
assessment complete the teacher can get a view of where each student stands and how she
can help him or her.
At the end of each week on Friday of our two-week unit, the students will take a
summative assessment over what they learned during the course of each lesson. The
activities will address different concepts that the students should have gained knowledge
of during the week. The summative assessment for Friday of week one, will consist of
how well each student can divide fractions playing the fraction game with a classmate.
During the second week on Friday, the students will complete an activity incorporating
baking and the division of multi digit numbers. Each summative assessment should show
that the student is able to complete these standards and can move on, or that the teacher
needs to keep covering these issues separately with interventions for the students who
struggled.
For Friday of week one, the summative assessment activity entitled, The Fraction
Game, asks the students to work in pairs on solving how to divide two different fractions.
The goal as a group is to get three chips in a row to win. Yet, in order for the teacher to
understand where each student stands in the division of fractions, each student will hand
in their full work for the activity. They will then be assessed through a rubric evaluating
if the student exceeds, meets, or needs improvement regarding the standard addressed.
This summative assessment activity allows the students to not only show what they have
learned, but to also work with other classmates and share different ideas and knowledge.
It’s a creative way to keep the students active while also assessing their knowledge.
For Friday of week two, the summative assessment activity entitled, Let’s Get
Cooking, requires the students to divide fractions and multi digit numbers by using the
measurements in a chocolate chip cookie and chicken quesadilla recipe. This activity was
created in order to re-test any student who struggled with the division of fractions, while
also assessing the understanding of the newly learned standard. Each student will then be
assessed through a rubric that determines if each student exceeds, meets, or needs
improvement regarding both standards. With an activity relating to real world problems,
7 the teacher is not only assessing each students knowledge of the standard, but also how
well they can relate this standard to the real world.
B.
Division of fractions Formative Assessment, Divide It Up pg. 9
Division of fractions Summative Assessment, The Fraction Game pg.13
Division of multi digit numbers Formative Assessment, Divide It Up Part 2 pg. 15
Division of fractions and multi digit numbers Summative Assessment, Let’s Get Cooking
pg.20
C.
When designing our lesson we decided to focus on creating assessments that
would illustrate a clear picture of what each student comprehended and struggled to
understand. We looked back on what our students should have previously learned and
wanted to extend these skills with our new standards. By continuously expanding these
skills we created two formative and summative assessments that related to the standards
of being able to divide fractions by fractions and to divide multi digit numbers. Through
each assessment the student will be assessed on their knowledge of each standard.
In our lesson regarding dividing fractions by fractions, the students will be
assessed on their abilities to recall the definition of a quotient, to be able to identify the
dividend, and to be able to interpret quotients of fractions. In our lesson regarding
division of multi digit numbers, the students will be assessed on their knowledge of being
able to recall the standard algorithm for division, to practice dividing multi digit numbers
using the standard algorithm, and to finally be able to fluently divide multi digit numbers
using the standard algorithm.
Once the teacher is able to look at each assessment, she will follow the rubric
provided for each worksheet. She will read the statements that follow beneath the
categories exceeds, meets, and needs improvements to see where each student landed in
regards to the statements. Through this assessment the teacher will be able to comprehend
what the child still needs to learn and to be able to better formulate different lessons and
interventions to assess each students needs.
8 Name: _______________________________ Divide it Up! Use division to solve each of the problems. 1. ⅞ ÷ ⅙ 3. 5 ⅗ ÷ 2 ⅜ 2. 4 ⅔ ÷ ⅚ 4. ⅗ ÷ ¼ 6. €
8. 3⅛ ÷€
9
10
47
€
10. ÷ 1⅙ 17
5
8
€
11. ÷ 2 11
€
12. 1½ ÷ 2
5. 6 ⅓ ÷ ¾ 7. 10¾ ÷ 2⅔ 11
9
Divided by 7
4
4
7
5
9
9. ÷ €
€
€
€
Place all the values in order from least to greatest: 9
10
Extension Problem: Create your own division problem. Solve it and show a picture on how you solved it. Math: Number System
9 Name: _______________________________ Rubric: Divide It Up For this rubric the students will be assessed into one of the three different categories. The
students will be writing out all of their work for each problem they work on in Divide It Up.
They will turn in their work at the end of the period and their work will be assessed using this
rubric.
Exceeds
•
•
•
•
•
•
Student is able to
correctly show all
work and answers for
each division
problem.
Student can divide
using the standard
algorithm.
Student understands
the meaning of
division.
Student understands
place value of multi
digit numbers.
Each equation is set
up correctly.
Student correctly
simplifies fractions.
Meets
•
•
•
•
•
Student can divide
most equations using
the standard algorithm.
Student may get a
majority of the
problems correct, but
miss a couple.
Student understands the
meaning of division.
Student simplifies
some of the fractions.
Student struggle to
comprehend how to
simplify some
fractions.
Needs Improvement
•
•
•
•
•
Math: Number System 10 Student only sets up
a few problems
correctly using the
standard algorithm.
Majority of the
problems are
incorrect.
Student does not
realize that some of
the fractions and
their answers can
be simplified.
Struggles to
understand the
meaning of
division.
Student does not
know how to divide
multi digit numbers
correctly.
Name: _______________________________ What’s Cooking in Chef Ramsey’s Kitchen? I CAN figure out which operation to use to solve the following real world problems. Directions: Read each problem and solve each problem and draw a picture that matches your work. 1. Tonight Chef Ramsey is making a guest appearance at the restaurant to cook the customer’s dinners. Chef Ramsey starts with 16 lbs of Grade A beef. If it takes ¾ lb to make one beef dinner, how many beef dinners would Ramsey be able to make? Draw a picture to represent your answer. 2. Later in the night Chef Ramsey realizes that he is running out of beef, and decides to make a quick change to the menu. Now there is a chicken item on the menu replacing the beef. If Chef Ramsey had 23 lbs of chicken to start at it takes 1½ lbs of chicken to make one chicken meal. How many chicken meals will Chef Ramsey be able to make? Draw a picture to represent your answer. Math: Number System 11 Name: _______________________________ Lets Get Baking! I CAN divide fractions by other fractions through real world problems. *Hint: Think about how you use division to solve this problem. Chef’s Chippy Chocolate Chip Cookie’s 2 eggs ½ cups of sugar 5/8 cups of chocolate chips ¾ cups flour 2⅘ cups of water ⅞ cups of chocolate sauce If Chef has a dozen eggs, 4¾ cups of sugar, 3⅘ cups of chocolate chips, 5½ cups of flour, 18 ⅗ cups of water, and 5⅝ cups of chocolate sauce how many servings of cookies can he make of each ingredient? If this recipe makes 18 cookies, how many cookies over all can chef make? Math: Number System 12 Name: _______________________________ I CAN divide fraction by other fractions. Directions: There will two paper clips provided to each pair of students. Both paper clips will start on the fraction ½. Whose ever birth is coming up next will go first. They will get to move one of the two paper clips to another fraction. Whichever fraction that student chooses will be the number that is going to be divided by another number. For example if Mindy’s birthday is next and she moved the paper clip to the fraction 9/2 she would show her work for 9/2 divided by ½. She Mindy solves the equation and get her answer she will a chip on the corresponding answer. This will continue till one of the two students has 3 chips in a row. You cannot put two paper clips on the same fractions. This will cause you to lose your turn. If you solve a division equation and your answer already has a chip on it, you will also lose your turn. Have fun! 2
€
11
3
€
1
1
€
9
6
18
3
3
18
€
The Fraction game 9
€
11
18
€
2
3
11
€
11
€
Fractions: 12 3 4 9 2 2 8 11 4 €
€
Math: Number System €
€
€
13 3
11
€
2
6
11
2
2
€
11
Rubric: Fraction Game For this rubric the students will be assessed into one of the three different categories. The
students will be writing out all of their work for each problem they work on for the Fraction
Game. They will turn in their work at the end of the period and their work will be assessed using
this rubric.
Exceeds
•
•
•
Student is able to
correctly show all
work and answers for
each division
problem.
Each equation is set
up correctly.
Student correctly
simplifies fractions.
Meets
•
•
•
Students set up most of
the problems correctly.
Students may get a
majority of the
problems correct, but
miss a couple.
Student simplifies
some of the fractions
that are able to, but
either gets them wrong
or does not realize all
of the fractions to
simplify.
Math: Number System 14 Needs Improvement
•
•
•
Student only sets up
a few problems
correctly.
Majority of the
problems are
incorrect.
Student does not
realize that some of
the fractions and
their answers can
be simplified.
15 Name: _______________________________ Rubric: Divide It Up Part 2 For this rubric the students will be assessed into one of the three different categories. The
students will be writing out all of their work for each problem they work on in Divide It Up Part
2. They will turn in their work at the end of the period and their work will be assessed using this
rubric.
Exceeds
•
•
•
•
•
•
Student is able to
correctly show all
work and answers for
each division
problem.
Student can divide
using the standard
algorithm.
Student understands
the meaning of
division.
Student understands
place value of multi
digit numbers.
Each equation is set
up correctly.
Student correctly
simplifies fractions.
Meets
•
•
•
•
•
Student can divide
most equations using
the standard algorithm.
Student may get a
majority of the
problems correct, but
miss a couple.
Student understands the
meaning of division.
Student simplifies
some of the fractions.
Student struggle to
comprehend how to
simplify some
fractions.
Needs Improvement
•
•
•
•
•
Math: Number System 16 Student only sets up
a few problems
correctly using the
standard algorithm.
Majority of the
problems are
incorrect.
Student does not
realize that some of
the fractions and
their answers can
be simplified.
Struggles to
understand the
meaning of
division.
Student does not
know how to divide
multi digit numbers
correctly.
Name: ________________________________
Circulation
When you are at rest it takes about 60 seconds for a single blood cell to
travel around your body and back to your heart.
I CAN label the dividend, divisor, and quotient
1. In 120 seconds, about how many times does a single blood cell travel
around your body and back to your heart? Write the dividend, divisor, and
Quotient in the diagram below.
I CAN estimate the quotient
2. Camilla’s target heart rate should be about 200 beats per minute.
Estimate the number of times Camilla’s heart will beat in one second if her
heart of working at this rate. Explain.
_______________________________________
_______________________________________
_______________________________________
I CAN divide multi-digit numbers & convert time
3. Camilla’s wants to know about how many blood cells have traveled
through her body in 24 hours. Show your work below.
Math- Number System
17 Name: ____________________________________ Real World Connections
I CAN...divide multi-digit numbers and relate mathematics to real world situations
1. Zach bought two new jet skis for $15,480. He will make 36 equal
payments. How much will each payment be?
2. A tour bus travels 2,160 miles in 36 hours. What is the average distance
the bus travels in one hour?
Math- Number System 6.NS.2
18 Name: ____________________________________ 3. A Charity sold 475 tickets to a dinner auction. If the charity raised
$16,625 in ticket sales, what was the cost of the ticket?
4. A city phone book has 86 pages filled with residents’ names.
There are a total of 15,050 names in the book. Each page has
an equal number of names on it. How many names are on
each page?
Math- Number System 6.NS.2
19 Name: _____________________________ Let’s Get Cooking I CAN compute division problems using both multi-­‐digit numbers and fractions Directions: Use both recipes and either divide it by the fraction given or the whole number provided. This will be done in the groups you are assigned. Your group must turn in one sheet of paper labeling the recipes and the work you did for each recipe. For extra credit: have your group make one of the two recipes and bring it in to the class. NO CALCULATORS!!!! 1. Use this recipe in your group divide each ingredient by ½. Chocolate Chip Cookie Bars Ingredients: • 4 ½ unsalted butter, room temperature • 12 cups all-­‐purpose flour • 6 teaspoons baking soda • 9/4 teaspoon salt • 3 cups graduated sugar • 4 ½ packed light-­‐brown sugar • 6 large eggs • 3 tablespoons pure vanilla extract • 36 ounces of semisweet chocolate chips Grilled Chicken Quesadilla Ingredients: • 12 lbs of boneless, skinless chicken thighs • 72 10 inch flour tortillas • 4 cups shredded Mexican cheese blend • 6 onions, chopped • 36 ounces can sliced black olives, drained • 42 ounces can diced green chilies, drained. 2. Use this recipe in your group and divide each ingredient by 4. Math: Number System 20 Name: _______________________________ Rubric: Let’s Get Cooking For this rubric the students will be assessed into one of the three different categories. The
students will be writing out all of their work for each problem they work on in the Let’s
Get Cooking Activity. They will turn in their work at the end of the period and their work
will be assessed using this rubric.
Exceeds
•
•
•
•
Student is able to
correctly show all
work and answers for
each division
problem.
Each equation is set
up correctly.
Student correctly
simplifies fractions.
Student correctly
simplifies multi digit
number divided.
Meets
•
•
•
•
Students set up most of
the problems correctly.
Students may get a
majority of the
problems correct, but
miss a couple.
Student simplifies
some of the fractions
and multi digit
numbers.
Students struggle to
comprehend how to
simplify some
fractions.
Math: Number System 21 Needs Improvement
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•
•
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Student only sets up
a few problems
correctly.
Majority of the
problems are
incorrect.
Student does not
realize that some of
the fractions and
their answers can
be simplified.
Student does not
know how to divide
multi digit numbers
correctly.