Thanksgiving Dinner Dilemma
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Transcript of Thanksgiving Dinner Dilemma
Thanksgiving Dinner Dilemma
Middle School Math WebQuest & Inquiry
By That Math Lady
ww
w.th
atmath
lady.co
m ©
20
12
Your Student’s Mission
• Your student has been given the task of preparing and serving Thanksgiving Dinner! However, certain problems have come up that they must solve before everybody comes over on Thanksgiving Day.
• Each slide has a different problem that students must solve, using mathematics, for this feast.
• Only after each problem is solved, will they be ready for Thanksgiving!
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Math Standards Common Core Standard
CC Standard Description (Focused skills are in bold type.)
Thanksgiving Problem
CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions
and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Problem Four: Stuffing Recipes Problem Six: Turkey
CCSS.Math.Content.5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers
by unit fractions. Problem Seven: Deserts
CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths. Problem Two: Cooking Utensils
CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths. Problem Three: Shopping for
Cranberries
CCSS.Math.Content.5.MD.A.1 Convert among different-sized standard measurement units
within a given measurement system. Problem Four: Stuffing Recipes
CCSS.Math.Content.6.RP.A.1 Understand the concept of a ratio and use ratio language to
describe a ratio relationship between two quantities. Problem Five: Following the Recipe
Problem Six: Turkey
CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and
mathematical problems. Problem Five: Following the Recipe
CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between
quantities. Problem Four: Stuffing Recipes
Problem Five: Following the Recipe
CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and
percent problems. Problem Three: Shopping for
Cranberries
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Problem One: The Invitation
• Design an appropriately-themed invitation to your fabulous Thanksgiving Dinner. Make sure to include the when, where, and time of your feast.
• Next, consider the people you are inviting to share this Thanksgiving feast.
• Come up with a guest list of 2 – 12 people who have accepted your invitation. (Don’t forget to include yourself!) This guest list will affect the problems that you come across.
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Problem Two: Cooking Utensils
Uh, oh! While prepping your kitchen, you realized a few important tools were missing. Conduct an Internet-based search to find the cheapest version of each item: – KitchenAid Classic Stand Mixer
– Non-stick roaster pan
– Potato masher
– Turkey baster
(The last 3 tools can be
any brand.)
Use these retailer links to find these products being sold:
• Bed, Bath, and Beyond: www.bedbathandbeyond.com • Target: www.target.com • Amazon: www.amazon.com • Kohl’s: www.kohls.com
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Problem Three: Shopping for Cranberries
You notice that two rival grocery stores have a sale on canned cranberry sauce this week. Determine which is the better buy for your feast, and why.
Grocery Store A 14 oz. Can of Cranberries
Originally $1.49 SALE: Buy One
get One for $0.99
Grocery Store B 14 oz. Can of Cranberries
Originally $1.65 SALE: Take 30% OFF when you
buy TWO!
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Problem Four: Stuffing Recipes
• You still need to find a great stuffing recipe to serve your guests.
• Find a recipe that you like on the Internet. Search for “Thanksgiving stuffing” or “Thanksgiving dressing” on the following sites: – allrecipes.com (www.allrecipes.com) – Betty Crocker (www.bettycrocker.com) – Food Network (www.foodnetwork.com)
• After you find a recipe that you like, adjust the amount of ingredients in the original recipe so that it enough to serve your guests. (Note: You must submit the original recipe with your presentation.)
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Problem Five: Following the Recipe
• The mashed potato recipe that you are using calls for the following ratios of ingredients: – 1 ½ lbs yukon gold potatoes: 4 servings
– 1 Tbsp butter: 2 servings
– 1 Tbsp heavy cream: 1 serving
– ½ Tbsp milk: 2 servings
– 1 ½ Tsp salt: 4 servings
• Using ratios and proportions, figure out how much you need of each ingredient to make enough mashed potatoes for your guests.
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Problem Six: Turkey
• Buying and cooking a turkey can be a dilemma in itself, sometimes!
• Consider the following before choosing your turkey from the chart below to purchase (Make sure you can justify your purchase!): – Weight: Rule of thumb is 1 lb – 1.5 lb for every 1
guest.
Turkey Size Price
10 lbs $13.99
12 lbs $15.99
15 lbs $19.99
20 lbs $27.99
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Problem Seven: Desserts • You made three pies for your guests. • Based on the number of guests that
you have invited, how can you equally divide the pies so that the following statements are true? (Both statements are required to be solved.): – Each guest can have 2 slices (one of
the same or one of two different varieties).
– There is less than ⅔ of the pies remaining after each person has at least 1 piece.
• You may consider creating a diagram to illustrate your solutions.
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Putting it All Together
• The student will present all inquiries and solutions to each Thanksgiving Dinner Dilemma in a multimedia presentation (PowerPoint, Prezi, YouTube video, etc.).
• Student should include the Internet resources he used in each WebQuest-based problem.
• Student will be assessed on his understanding and application of the math standards (see rubric on Slide 10)
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Teacher Tips
• Get families involved! Many students watch their families prepare this annual feast but do not realize the math and problem-solving that is involved! Parents and guardians should be encouraged to guide and monitor their students to help them find success!
• If you want this project done (with time to spare) before Turkey Day, make sure you give your students at least 2 weeks before Thanksgiving break to finish this assignment. During that time, formatively assess student productivity and understanding.
• Allow students to work in small groups on this project-based learning assignment.
• Foster independent thinking!
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Math Rubric Part I Standards 4 3 2 1
CCSS.Math.Content.5.NF.B.6
Student shows mastery in creating visual models to
demonstrate the relationship of multiplying
improper fractions and their equivalent mixed
numbers.
Student demonstrates competency in
multiplying fractions and mixed numbers to:
* Determine lbs of turkey needed (Problem 6)
*Determine practical division of desserts (Problem 7)
Student’s solutions are affected by minor
calculation errors in one of the two problems.
Student is unable to solve one or both of the
problems due to inability to multiply fractions.
CCSS.Math.Content.5.NF.B.7c
Student poses multiple ways to successfully divide
desserts while meeting requirements posted in
Problem 7.
Student successfully divides desserts to meet
requirements posted in Problem 7.
Student demonstrates inability to meet one of the
requirements posted in Problem 7.
Student is unable to meet both requirements
posted in Problem 7.
CCSS.Math.Content.5.NBT.A.3
Student compares prices for at least one utensil in a diagram or chart to reflect the value of one cent, ten
cents, one dollar, etc.
Student shares all findings; is able to use knowledge of
decimals and money to compare prices – and choose
the lowest price – of the kitchen utensils while
shopping online.
Student ‘s presentation reflects some prices of the utensils and retailers that
they chose. Their ability to compare decimals is not
clearly evident.
Student ‘s presentation only gives the prices of
the utensils and retailers that they selected,
reflecting their inability to compare decimals.
CCSS.Math.Content.5.NBT.B.7
Student displays multiple scenarios (# of cans
purchased) to show how the amount purchased can
be influenced by a sale price.
Student successfully determines the best bargain
in Problem 3.
Student’s solutions for Problem 3 are affected by
minor calculation errors.
Student is unable to solve Problem 3 due to an
inability to add/multiply decimals.
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Math Rubric Part II Standards 4 3 2 1
CCSS.Math.Content.5.MD.A.1
Student converts measurements for two
stuffing recipes and evaluates the better
recipe based on total time, estimated price of
ingredients, etc.
Student clearly demonstrates ability to
convert measurements in a standard recipe (Problem
4).
Student’s conversions contain minor calculation errors (would not change
end result of stuffing).
Student’s conversions contain large errors that
would impact the adjusted recipe.
CCSS.Math.Content.6.RP.A.1
Student will justify the turkey they purchased based on ratio and any
other factors taken into consideration.
Student demonstrates comprehension of ratio to
determine the amount (pounds) of turkey that is
needed.
Student demonstrates adequate understanding of
ratio relationships.
Student is unable to solve Problem 6 due to the
inability to describe a ratio.
CCSS.Math.Content.6.RP.A.3 &
CCSS.Math.Content.7.RP.A.2
Student uses a graph or chart to illustrate that
two recipes are proportional.
Student illustrates the proportional relationship of
ingredients in Problem 4.
Student is able to display the ratio relationships
between ingredients needed for his recipe in
Problem 5.
Student shows adequate understanding of rate
reasoning and proportions despite making a few
calculation errors.
Student is unable to solve Problem 4 or Problem 5 due
to an inability to use rate reasoning or define
proportions.
CCSS.Math.Content.7.RP.A.3
Student displays multiple scenarios (# of cans
purchased) to show how the amount purchased can be influenced by a
sale price.
Student successfully determines the best bargain by determining the percent
of a number in Problem 3.
Student’s solutions for Problem 3 are affected by
minor calculation errors.
Student is unable to solve Problem 3 due to an inability to calculate
percents.
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WebQuest Summary
• Why a WebQuest? – Student-centered – Project-based Learning (PBL) – Interactive with technology – Creates opportunities for literacy in a math classroom – Fun for students!
• Don’t forget to score your students on their creativity and presentation format!
• Make sure the teacher has fun, too! • Like this WebQuest? Want more? E-mail
[email protected] with your requests!
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