Engaged Learning Project Template

Title of Project: “Cooking with Fractions”

Subject(s): Math & Writing
Grade Level(s): 4th/5th Grade
Abstract:
After 4th grade students grasp an understanding of adding and subtracting fractions and mixed numbers, they will begin
learning about multiplying fractions by a whole number. Students will assume the role of “chef” and find a recipe either
online or from home that includes a variety of fractions, double and triple the recipe using their learned methods, then bring
in the cooked dish for a presentation and celebration. Students will also retype their recipe and a narrative description in a
class OneNote Cook Book which will be published with their class, families, and other 4th grade classrooms. Students will
also have the opportunity to record a “cooking show” at home while putting together their dish that will be included in the
recipe book.

Learner Description/Context:
Learners are in the 3rd semester of 4th grade. Before beginning the project, students already have an understanding of
fractions, mixed numbers, and adding/subtracting the two. This project can accommodate learners of all levels through
differentiation by assisting lower-level students with choosing a smaller recipe and higher-level students choosing a longer
recipe with more mixed numbers. They will apply their knowledge of repeated addition to help develop a firm understanding
of multiplying fractions/mixed numbers by a whole number. They will also use hands-on learning by using online
manipulatives and cooking their dish at home with their family to explore different ways of doubling and tripling the recipe.
Avery’s school population is 82% White, 9% Hispanic, and 4% Black. This project will give students an opportunity to have
a discussion with their families and class about culture, tradition, and family recipes. Technology will be available during,
before, or after class time for students to type their recipes into the Class Cookbook in case they do not have access to
internet or a computer at home. Bringing their cooked dish into class for the celebration is an option and does not negatively
impact their grade to accommodate students whose family is not available to make the dish with them.

Time Frame:
This learning experience will be over the course of 7 days. Students will work on the project during 20-30 minute center
rotations daily from Days 1-6. Students will have the option to work on the project at home if needed. They will also cook
their doubled dish at home to explore multiplying fractions hands-on.

Standards Assessed:

Math:
4.NF.3 Understand a fraction a/b with a numerator >1 as a sum of unit fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 +
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent
fraction, and/or by using properties of operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to represent the problem.

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number e.g., by
using a visual such as a number line or area model.
c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models
and equations to represent the problem.

Writing:
ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.

ELAGSE4W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.

Technology:
ISTE-S 3c: Students curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusion.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Template

ISTE-S 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.

ISTE-S 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

ISTE-S 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Learner Objectives:
Students will be able to revise a recipe using their knowledge of multiplying a fraction and mixed number by a whole
number. This will be measure by mathematical accuracy and with a teacher-created rubric.

The “hook” or Introduction:

Students will be introduced to the concepts of multiplying fractions by a whole number and participate in a
discussion of different careers or real-life situations when this skill would be used. We will video conference with a local chef
and discuss the application of the skill being learned in a real-life setting. Students will be able to ask the chef questions
about batches, large recipes, cultural dishes, and creating a menu. We will also view the following Flocabulary music video
to give students another opportunity to develop a visual understanding: https://www.flocabulary.com/unit/multiply-fractions/
We will review the concept that every whole number has an invisible 1 below it before watching the video.

Process:
On Day 1, students will be introduced to the concepts of multiplying fractions by a whole number and participate in a
discussion of different careers or real-life situations when this skill would be used. We will video conference with a local chef
and discuss the application of the skill being learned in a real-life setting. Students will be able to ask the chef questions
about batches, large recipes, cultural dishes, and creating a menu. Students will complete a quick-check assessment to show
their understanding so far. I will use this information to help me create small groups for practice, review, or extension. Day 2,
I will start the class by reviewing expectations of the project with the class. I will show them a sample recipe page that I
created that includes all requirements, along with the extra credit options of recording a video and bringing in the cooked
dish. Students will then research and choose a recipe online that connects to their culture that includes a variety of mixed
numbers and fractions. They will also have the option to bring in a family recipe from home. Before beginning to double and
triple their recipe, they will show it to me and point out the different fractions. This will help me assess whether they can
identify a mixed number and fraction. During centers Days 2 – 6, students will work to double and triple their recipes,
collaborating with each other and using online manipulatives as needed for understanding. Once they have the full recipe
completed, they will switch recipes with their math partner, rework their recipe, and check for accuracy. They will also turn
in their completed doubled and tripled recipe with their shown work to me as an assessment grade. Once their work is 100%
accurate, they will type their completed recipe into our Class Cook Book on Microsoft 365 OneNote, including a detailed
description of the dish at the top and all ingredients, measurements, and steps. On Day 7, students will bring in their cooked
dish from home and present their recipe to the class. Once everyone has presented, we will celebrate publishing our Class
Cook Book with the parents and school by tasting everyone’s dish.

Product:
Students will type and compile their completed recipe into our Class Cook Book on Microsoft 365 OneNote, including a
detailed description of the dish at the top, all ingredients and steps, a reflection at the bottom, and their Cooking Show Video
if they chose to make one. On the last day of the project, they will bring in their cooked dish from home and present their
recipe to the class. Once everyone has presented, we will celebrate publishing and sharing our Class Cook Book with the
parents and school by tasting everyone’s dish. The end product will be meaningful to students because they can read their
peers’ recipes and try making it themselves at home. Technology is integrated into the project by using OneNote through
Office 365 to publish the Cook Book, as well as recording and editing a video if the student chooses to. The product will be
assessed with a teacher-created rubric (see attached at the bottom) and for mathematical accuracy.

Technology Use:
Students will need access to OneNote through Office 365 to communicate with peers and publish within the community. The
technology supports the indicators of engaged learning through collaborating with their math partner, generating a product
that is meaningful, and publishing the final project within the community.

References and Supporting Material:

Example Class Cookbook: https://tinyurl.com/y887j4hy

Example Assignment Description and Rubric: see below

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Template

Virtual Manipulatives. (n.d.). Retrieved July 7, 2020, from https://www.didax.com/math/virtual-manipulatives.html

Sample recipe page is recommended for students to reference.

Name: _________________________________
Math Mini Project
Cooking with Fractions
Due: Friday, February 7th
Directions:
q AT HOME find one recipe of your choice from a cookbook, magazine, or
the internet. The recipe must include at least one whole number, fraction,
AND mixed number.
q Copy or cut out the complete recipe including ingredients and directions.

BELOW WILL BE DONE IN SCHOOL

q Double the recipe. Show your work to the teacher. (Teacher Initials) _______
q Triple your recipe. Show your work to the teacher. (Teacher Initials) _______
q Type all 3 recipes (original, doubled, & tripled) into our Class Cookbook on
OneNote.
q Include pictures, a title, and a detailed description at the top.
q *Bonus points for recording yourself making the dish and bringing it in on
Friday!
______________________________________
Rubric
All details of the original recipe are included ________/5
Doubled/Tripled recipes are provided ________/5
Doubled recipe is correct ________/10
Tripled recipe is correct ________/10
All work is provided ________/5
Detailed description of the dish ________/10
Presentation ________/5
Bonus: Video (+1) and bringing in the dish (+1) ________/0
Total: ________/50

Notes:

Caitlin Lyons, 2020

Jo Williamson, Ph.D., Kennesaw State University