ALEX Lesson Plan

Fractions and Recipes

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  This lesson provided by:  
Author:Leslie Arnold
System: Cullman County
School: Fairview Middle School
  General Lesson Information  
Lesson Plan ID: 12003


Fractions and Recipes


This is a lesson used to show how fractions are used in everyday life. Students will use the knowledge they have about fractions to change a recipe to accommodate different amounts of people. Students will enjoy navigating the Internet to locate a recipe. Students will also have the opportunity to make the recipe in class and share it with their friends.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (2015)
Grade: 5
16 ) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5-NF6]

MA2015 (2015)
Grade: 6
3 ) 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-RP3]

a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. [6-RP3a]

b. Solve unit rate problems including those involving unit pricing and constant speed. [6-RP3b]

Example: If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours' At what rate were lawns being mowed'

c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. [6-RP3c]

d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. [6-RP3d]

MA2015 (2015)
Grade: 6
5 ) Fluently divide multi-digit numbers using the standard algorithm. [6-NS2]

MA2015 (2015)
Grade: 6
6 ) Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. [6-NS3]

Local/National Standards:


Primary Learning Objective(s):

Students will apply knowledge of fractions (add, subtract, multiply, divide) to manipulate their chosen recipe. Students will describe real-life situations in which knowledge of fractions is necessary.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Poster board (one for each student), markers, stickers, scissors, bowls, measuring cups and spoons, paper plates, plastic forks and spoons, hot plate or toaster oven as needed to prepare recipe

Technology Resources Needed:

Computer with Internet access, word processing software (for extension activity)


Students should know how to add, subtract, multiply, and divide fractions. Once students have voted for their favorite recipe, make a list of ingredients needed to create the recipe. Send a letter home to parents asking for donations of the recipe ingredients. Get permission from the cafeteria to use the oven if needed.

1.)Introduce the lesson by asking students to describe their favorite meal. Ask students what they would need to do if they were preparing that meal for the entire school. Explain that it is important to be able to add, subtract, multiply, and divide fractions in real life.

2.)Tell students that they are going to have the opportunity to search for a recipe on the Internet. Instruct them to find a recipe that sounds good, because they may have the opportunity to create the recipe in class.

3.)Requirements and Student Instructions:
a) Choose a recipe with at least five (5) ingredients. Write the recipe down on the provided sheet.
b) Double the recipe. Show work. Use sheet provided.
c) Half (1/2) the recipe. Show work. Use sheet provided.
d) Explain in complete sentences how to adjust the recipe to feed 20 people. If quantity served is not given, estimate how many it will serve and explain what would have to be done to feed 20 people. Use sheet provided.
e) Present the information on a poster board in an interesting way. For example, use pictures of a stove, refrigerator, potholder, or something to do with the item being prepared.

4.)After explaining the instructions to students, allow them time to search for a recipe on the Internet. Students may use some of the sites below or do a key word search.

(Kraft Recipes)
This site has recipes for students to search through.

(Easy Recipes)
This site has recipes for students to search through.

(Family Fun)
This site has recipes a whole family will enjoy.

(All Recipes)
This site has a variety of recipes to choose from.

9.)After students have chosen a recipe and completed the written assignment, allow time for students to make a display for their presentation. Inform students that they are going to present their recipe and try to convince the class to vote for their receipe as the one that the class will prepare.

10.)Once everyone has completed the assignment, allow time for presentations.

11.)When the presentations are complete, ask students to turn in their work. Have students write few brief sentences about other ways we may use fractions in real life. Have them turn in their sentences.

12.)Plan a future day when the students can prepare and eat the recipe in class. Further math calculations may be needed to decide on the correct amounts of ingredients needed to serve all the students!

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Assessment Strategies

The teacher will assess this lesson by using the attached grading sheet.


Groups of students could be responsible for word processing all of the recipes to compile a class recipe book for each student to take home. Students could be encouraged to prepare their recipes at home and bring samples to share with the class.



Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.