Manipulating Formulae...Using Recipes To Understand

Nancy Ressler                  Oakton
1632 S. Prospect Ave.          1600 E. Golf Rd.
Park Ridge IL 60068            Des Plaines Il 60016
708-823-5524                   708-635-1968

Objectives:

    1. The student will write recipe amount changes to any given increase or 
    decrease.
    2. The student will be able to fill in missing data for any given situation.
    3. The student will understand the importance of formula applications to 
    everyday life. 
    4. The student will develop a tentative understanding of writing and using
    formulae. 

Materials Needed:

    Recipes (multicultural, family, commercial), Formula worksheets, Sugar,
    Unsweetened lemonade.
    The class will be divided into groups of four, with the desks of the 
    students in each group facing each other.

Strategy:

      This mini-teach is directed toward any grade level in order to introduce 
and give a foundation to the importance of formulae and their accuracy.  To 
understand the step by step method of transferring and transposing amounts and 
variables on paper, students will use their recipe addition and multiplication 
skills by first attempting to make something (lemonade) without a formula -and 
tasting it- then using a recipe for the lemonade -and tasting it again.  From 
this stage, paper and pencil work will occur with baking or cooking recipes, 
scientific formulae and finally word problems. 
    
      Students will rearrange their desks to form groups.  Four problem 
situations and a performance assessment will be given to each member of each 
group, one situation at a time.  Group discussion of each situation will be 
approximately five minutes.  Only after the first situation will the class come 
back together to discuss their set of directions.  One student from each group 
will read their directions as another follows along on the chalk board (or 
transparency on the overhead) evaluating and checking that the adjusted amounts 
work.  If other groups have the same amounts of substitution we will move on.  
Otherwise we will discuss the variety of ways of increasing or decreasing 
formula amounts.  The students will regroup and discuss the remaining situations 
which will be given to them in five minute intervals. Again, as a class we will 
discuss their outcomes. 

      The next activity will allow the students the creativity of making a
formula "fit" any event or incident.  After five minutes a class discussion will
be held.

      A final phenomenological application word problem will be given.  The
students will read and work the problem together.

      Lastly, a rubric will be given evaluating the activity which required 
working a formula (any type which "fits" the activity or incident).  

Performance Assessment:

Scoring Rubric

DEMONSTRATED COMPETENCE                                      5 POINTS 
      -includes clear and concise mathematics
      -demonstrates an understanding of the concept
      -applies the formula
      -presents a clear connection to the formula and the situation by 
        explaining the variables and what they represent
      -evaluates why the answer makes sense

SAME AS FOR 5 POINTS OMITS ANY ONE OF THE ABOVE POINTS       4 POINTS

SATISFACTORY RESPONSE                                        3 POINTS 
      -includes "some" mathematical approach, no matter how embryonic
      -presents a connection to the attempted formula and the situation
        by "making sense"
      -evaluates or discusses what kind of answer should result

INADEQUATE RESPONSE                                          2 POINTS
      -discussion is not understandable from the writing
      -discussion is inaccurate
      -lacks any connection of variables and situation

NO ATTEMPT WHATSOEVER                                        1 POINT