A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 1
Math Unit 2
Parts of a Whole • How do we represent parts of a whole using
words, numbers, and symbols? • What strategies can we use to solve
problems with parts of a whole?
Culminating
Performance Task
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 2
TASK DESCRIPTION
TITLE
GROUPING FOR FINAL PRODUCT (Individual, Partner,
Group)
Approx. # Lessons
to Finalize
Approx. # Lessons
to Present
My Favorite Recipe Individual 3-4 1-2
OVERVIEW: Students will use an original family recipe and then adapt their recipes to feed a specific number of people. They will also plan a budget to purchase the ingredients by creating a grocery shopping list and totaling the purchases.
PURPOSE & ROLE1
Shopping for and preparing meals requires students to call upon numerous mathematical skills and concepts, such as ratio, proportions, and operations, with both whole numbers and fractions. Literacy skills, along with connections to home life, are reinforced as students must interview a relative and transcribe a recipe. Students will also be applying the disciplinary literacy skills of the mathematics classroom as they present and justify their solutions. For this project, students assume the role of a chef who must plan for cooking a meal for different size groups and then for the entire class.
AUDIENCE Students will present their recipes to the class at the end of Set 7, and ideally other members of the school community will be invited to attend.
FORMAT
The finished project will include four parts: Part 1. The recipe worksheet. Students will record the original recipe, including the name of the dish, how many people it feeds, what ingredients are needed, and the directions to make it. (Completed in Lesson 33.) Part 2. Worksheets calculating how much of each ingredient would be needed for doubling, halving, and adjusting the recipe for the whole class. (Completed in Lesson 34.) Part 3. A grocery shopping list that provides an estimate of how much it would cost to purchase the food. (Completed in Lesson 35.) Part 4: Presentation of each recipe in front of the class. Optional extension: Combine the recipes of the whole class into a class cookbook. Have students write a short paragraph about each of their recipes and draw or take a picture of their recipe product to add to the
1 This comes from RAFT (role-audience-format-topic), a widely used writing framework: http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 3
cookbook. Lastly, host a class potluck in which students bring in prepared foods made from their recipes. This extension will enhance student motivation for the project as well as engage more writing skills in the process.
TOPIC Students will not be assigned a topic for this project. Instead, they are required to bring in a recipe of their choice that will serve as the basis for their project.
DIFFERENTIATION For differentiation down: ● Students may complete the project in small groups or pairs. ● Students may be provided with:
○ explicit instructions for modifying their recipe, and/or the constant of proportionality (as opposed to having to derive it: e.g., students can be told to make two times, five times and 10 times their recipe and forgo adjusting it for the whole class)
○ blank templates of ratio tables to help them complete their recipe adjustments
○ a recipe that has simplified amounts for ingredients (e.g., only benchmark fractions) or very few ingredients
● Students may be allowed to use manipulatives of their choice to support them as they work.
For differentiation up: ● Give students coupons to buy their ingredients and have them adjust
the total cost. ● Students may also be given a definitive budget for food and can
research various stores to find the best deals.
TECHNOLOGY Students should all have calculators, computers and Internet access at their disposal for this project. Teachers are expected to guide students to specific websites or applications to use so that students are supported in their independent research. This will greatly help focus students on completing the task instead of finding them spending most of their time doing random searches on the Internet.
PRESENTATION Students will individually present to the class on the last few days of Set 7. Parents and members of the community are encouraged to attend. For the optional extension, the class can host a potluck celebration where students bring in their favorite dish.
OTHER NOTES Students will need to have their recipe to share and discuss with the class for the first day of Set 7. Depending on your students’ needs, you may want to give them a week or more to select a recipe. Anticipate that some students may not bring one in. Have several options on hand for students to choose from. You might consider some other options: bringing in cookbooks, magazines, or printing recipes from the Internet; setting aside
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 4
a portion of class time for students to research a recipe; inviting a real chef to come to the class and present the project. You may also want to consider adding additional classroom experiences for students to explicitly teach and practice the interview process.
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 5
KEY TARGETS AND RUBRIC: FOR TEACHERS
Targets Needs
Support Approaching Target Meets Target
Exceeds Target
Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations). (6.RP.A.3)
Identifies important quantities in the mathematical problem, but cannot articulate the relationships using words, symbols, or other relevant models.
Identifies the important quantities in the mathematical problem. Describes the relationships orally or with relevant models, but struggles with the correct notation.
Identifies the important quantities in the mathematical problem, and draws a conclusion using a ratio table. Correctly uses mathematical vocabulary and notation to describe ratio relationships.
Identifies the important quantities in the mathematical problem, and analyzes their relationship to draw a conclusion using multiple models fluently. Accurately uses mathematical vocabulary and notation to describe ratio relationships.
Analyze proportional relationships and use them to solve real-world and mathematical problems. (7.RP.A)
Unable to determine or incorrectly determines if compared quantities are in a proportional relationship. Reasons additively, but unable to reason multiplicatively to solve the proportion.
Determines if compared quantities are in a proportional relationship, but does not identify the constant of proportionality. Reasons additively, with attempts to reason multiplicatively when trying to solve the proportion.
Determines if compared quantities are in a proportional relationship, and identifies the constant of proportionality. Reasons multiplicatively to solve the proportion.
Determines if compared quantities are in a proportional relationship, and applies the constant of proportionality. Creates an equation and uses it to solve the problem.
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 6
Targets Needs
Support Approaching Target Meets Target
Exceeds Target
Uses appropriate math tools to perform operations with fractions, decimals, and percents. (MP 4, MP 5)
Unable to determine which operation to use for the problem. May randomly apply operations to a problem or use trial and error. Does not demonstrate knowledge of equivalence between fractions, decimals, and percents
Determines appropriate operation to use for the problem, but unable to perform the appropriate operation without teacher assistance or significant prompting to apply conversions between fractions, decimals and percents. Does not evaluate solution to a problem for reasonableness.
Accurately performs operations with fractions, decimals, and percents using a calculator or other math tools/manipulatives. Accurately converts among fractions, decimals, and percents using a calculator or other math tools/manipulatives. Accurately applies operations to solve real-world problems.
Accurately and fluently performs operations with fractions, decimals, and percents using multiple strategies and algorithms. Accurately and fluently converts among fractions, decimals, and percents using multiple strategies and algorithms. Accurately applies operations to solve real-world problems.
Construct viable arguments and critique the reasoning of others. (MP 3)
Lacks justification using evidence, or does not provide mathematically valid reasoning. Does not provide any mathematical reasoning or explanation.
Provides some evidence of applicable reasoning or evidence. Provides some reasoning or explanation, but it is not mathematically accurate or valid.
Applies sound reasoning to a problem, and provides appropriate evidence to justify their claim is mathematically valid.
Clearly articulates their reasoning to the problem, provides appropriate evidence that justifies their reasoning to be mathematically valid, and extends their reasoning to other cases.
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum • 7
TARGETS AND RUBRIC: FOR STUDENTS
Long-Term Targets Needs
Support Approaching
Target Meets Target
Exceeds Target Teacher Comments
I can use ratios and proportions to solve real-world problems.
I can use math tools to perform operations with fractions, decimals, and percents.
I can show my work and explain how I got my answers. (MP 3)
LL SIFE Math: Unit 2Performance Task Model
A project of the Graduate Center, CUNY
My Favorite Recipe Project: The Recipe
Write your recipe down on the My favorite Recipe Worksheet. When you write your ingredients make sure you write the amount of each ingredient.
Doubling the Recipe
What happens if you need to feed two times,or double the amount of people your recipe serves?
Adjust the recipe to feed double the amount of people your recipe serves.
Finding Half of the Recipe
What happens if you need to feed less people than your recipe serves?
Adjust the recipe to feed half the amount of people your recipe serves.
Feeding the Whole ClassWhat happens when we need to feed an amount of people that isn’t exactly double or half? Now use your math skills to adjust the recipe to feed the number of people in your class.
Grocery Shopping: How much will the food cost?
How much will all of the food cost to feed the class? Research the prices and find the total.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 33 Performance Task: My Favorite Recipe: Part 1
NYS Common Core LL SIFE Curriculum • 1
Math Unit 2
Parts of a Whole
My Favorite Recipe
Part 1
A project of the Graduate Center, CUNY
UNIT 2: LESSON 33 Performance Task: My Favorite Recipe: Part 1
NYS Common Core LL SIFE Curriculum • 2
Name: ______________________ Class: _________ Date:_______________
My Favorite Recipe
Everybody must eat in order to live. The foods we eat depend
on many things. Every culture has a special or favorite food
that is unique to them.
Your task is to find a recipe that is unique to your culture. It
might be your favorite food that you eat all the time, or it might
be a dish that you only make for a celebration. Then, you will
use your math skills to adapt the recipe so it makes enough
food to feed everyone in the whole class.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 33 Performance Task: My Favorite Recipe: Part 1
NYS Common Core LL SIFE Curriculum • 3
My Favorite Recipe Worksheet
The name of my dish is: _________________________________________
This dish feeds __________ people.
The ingredients I need to make my dish are:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
The directions to make this dish are:
First,____________________________________________________________
________________________________________________________________
Next,___________________________________________________________
________________________________________________________________
Then,___________________________________________________________
________________________________________________________________
________________________________________________________________
Last, __________________________________________________________
________________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 1
Math Unit 2
Parts of a Whole
My Favorite Recipe
Part 1
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 2
Name: ______________________ Class: _________ Date:_______________
Double the Recipe
Directions: Write your ingredients on the left side. Then write how
much you would have if you doubled your ingredients.
Original Ingredients Ingredients Doubled
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Show your work for how each ingredient was doubled.
How many people would your recipe feed if you made double the food?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 3
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 4
Half of the Recipe
Directions: Write your ingredients on the left side. Then write how
much you would have if you halved your ingredients.
Original Ingredients Ingredients Halved
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Show your work for how each ingredient was halved. How many people would your recipe feed if you only made half of the food?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 5
Recipe for the Class
Original Ingredients Ingredients for ______ students
1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10.
Explain in complete sentences how you would adjust your recipe to feed the whole class. If quantity served is not given, estimate how many it will serve and explain what you would do to feed everyone. Show your work. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 35 Performance Task: My Favorite Recipe: Part 3
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Grocery Shopping List
Directions: Write the ingredients and amounts you will need to buy to make the recipe for the whole class.
Ingredients Quantity (How many do I need to
buy?)
Total Price (How much will it cost?)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
How much will all of your ingredients cost all together? Show your work and explain how you got your answer.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 35 Performance Task Self-Assessment
Checklist
NYS Common Core LL SIFE Curriculum • 1
Math Unit 2
Parts of a Whole
Self-Assessment
Checklist
A project of the Graduate Center, CUNY
UNIT 2: LESSON 35 Performance Task Self-Assessment
Checklist
NYS Common Core LL SIFE Curriculum • 2
Name: ______________________ Class: _________ Date:_______________
Performance Task Self-Assessment Checklist
1. I found a recipe.
2. I wrote my recipe on the worksheet.
3. I found how many ingredients I would need to
make double the recipe. 4. I found how many ingredients I would need to
make half of the recipe. 5. I found how many ingredients I would need to
make food for the whole class.
