PA GOVERNOR’S INSTITUTE--2005 Cutting Food into Fractional Portions 1

Math-in-CTE Lesson Plan

Lesson Title: Cutting Food into Fractional Portions Lesson Number: 9

Occupational Area: Culinary Arts CTE Concept(s): Cutting Fruit into Slices and Wedges Math Concepts: Understanding basic fractions

Lesson Objective: Students will understand a working knowledge of fractional portions and its application in Culinary Arts while preparing fruits for a fruit tray.

Supplies Needed: Melons, Cucumbers, French Knife, Paper pies, Scissors, Fractional Hamburger, Written test

THE "7 ELEMENTS" TEACHER NOTES (and answer key)

1. Introduce the CTE lesson. Today we are going to discover how to wedge and slice food products into equal, fractional parts. What does it mean to cut food into equal portions? What is an example of a fractional part? Which piece of fruit is cut in a wedge and which has been cut as a slice?

Student may comment. We can cut them into same size pieces. We can cut it in half or fourths.

See if students understand wedge and slice terminology.

2. Assess students’ math awareness as it relates to the CTE lesson. I have a variety of fruit that has been cut into equal portions (will have wedged and sliced fruit pre-cut) How are they different? How are they the same? So, what size relationships do we have here? Is the ½ piece as large as the ¼ piece?

Students may comment: Their shapes and sizes are different. They have been cut into pieces.

Listen to students to see if they are familiar with fraction vocabulary (i.e.: 1/2, ¼).

.

PA GOVERNOR’S INSTITUTE--2005 Cutting Food into Fractional Portions 2

3. Work through the math example embedded in the CTE lesson. **Hands-On**

We have two melons one cut in half and one cut in fourths. How many of the fourths are equal to the half piece of melon? Now we will take the melon which has been cut into four wedged pieces and cut each of those wedges in half. How many pieces do we have now? How many of the eighths are equal to ¼ of the melon?

Student may comment: Cut the melon in half then cut each one of those in ½.

We have 8 pieces Two eighths equal one fourth

4. Work through related, contextual math-in-CTE examples. Using a cucumber the students will slice the cucumber in half, fourths and eights.

How many pieces of cucumber is equal to ½ of the cucumber? How many pieces of cucumber is equal to one whole cucumber?

How many pieces of cucumber is equal to ¼ of the cucumber?

Students comment: 4

8 2

5. Work through traditional math examples. Students work through the following math problems using fractional manipulative pieces as necessary?

4

?

2

1=

8

?

4

1=

?2

2=

8

?

4

2=

4

2

2

1=

8

2

4

1=

12

2=

8

4

4

2=

6. Students demonstrate their understanding. Students will slice and wedge melons into halves, fourths and eighths.

Demonstrating half, fourths and eighths and showing the equivalencies of each.

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7. Formal assessment. Written test

Rubric evaluation of cutting skills

Equivalent Fraction Match-Up

4

1 4

2

2

1 8

6

4

3 8

2

8

4 1

2

2 2

1

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Adaptations for special needs students. Teacher Notes: Use of fraction manipulative Fraction Burger

Math Standards and Assessment Anchors addressed with this lesson. M 11. A.1.1 Represent and or use numbers in equivalent forms (eg integers, fractions decimals, percents, square roots, exponents and

scientific notation.) References. A Feast of Fractions by Delta Education

Author(s): Position: School: Deborah Dobies Culinary Instructor A. W. Beattie Career Center Kathy Cleary Special Needs Facilitator A. W. Beattie Career Center Jennifer A. Groomes Mathematics Instructor A. W. Beattie Career Center