Lesson Plan: Number, Money, and Measure - Equivalent Fractions in Cooking

Subject: Mathematics Topic: Number, Money, and Measure - Equivalent Fractions Level: Second Level (Scottish Curriculum) Duration: 60 minutes

Desired Outcome: By the end of this lesson, students will have investigated how a set of equivalent fractions can be created, understood the meaning of simplest form, and applied their knowledge to compare and order the most commonly used fractions. They will be able to apply this knowledge in a cooking context.

Resources: - Whiteboard or blackboard - Markers or chalk - Fraction manipulatives (optional) - Cooking ingredients and utensils (e.g., measuring cups, spoons, mixing bowls, etc.) - Recipe cards or printouts

Introduction (10 minutes): 1. Begin the lesson by asking students if they have ever helped their parents or guardians in the kitchen while cooking. 2. Discuss the importance of measuring ingredients accurately in cooking. 3. Explain that today, they will be learning about fractions and how they are used in cooking.

Development (35 minutes): 1. Write the following fractions on the board: 1/2, 1/4, 1/3, 3/4, 2/3, 1/8. 2. Ask students if they know what these fractions represent and if they can identify any patterns or relationships between them. 3. Introduce the concept of equivalent fractions and explain that they have the same value but are written differently. 4. Demonstrate how to create equivalent fractions by multiplying or dividing both the numerator and denominator by the same number. Example: 1/2 = 2/4 = 4/8 5. Provide students with fraction manipulatives (if available) and allow them to explore creating equivalent fractions on their own. 6. Discuss the concept of simplest form and explain that fractions are in their simplest form when the numerator and denominator have no common factors other than 1. 7. Show examples of fractions in simplest form and non-simplest form, and ask students to identify which ones are in simplest form. 8. Provide practice exercises for students to simplify fractions and create equivalent fractions. Use cooking-related examples to make it more relatable. Example: If a recipe calls for 1/2 cup of flour, how much flour would you need if you double the recipe? 9. Discuss how fractions are used in cooking measurements, such as 1/4 cup, 1/2 teaspoon, etc. Show different measuring tools and ask students to identify the corresponding fractions. 10. Divide the class into small groups and provide each group with a recipe card or printout. 11. In their groups, students should identify and list the fractions used in the recipe, simplify them if necessary, and compare and order them from smallest to largest. 12. Allow each group to share their findings with the class and discuss any differences or similarities between the recipes.

Conclusion (15 minutes): 1. Recap the main concepts covered in the lesson: equivalent fractions, simplest form, and comparing/ordering fractions. 2. Ask students to reflect on how they can apply their knowledge of fractions in cooking and why it is important to understand fractions in everyday life. 3. Provide a brief assessment activity, such as a worksheet or a quick quiz, to gauge students’ understanding of the lesson’s objectives. 4. Answer any questions or concerns students may have regarding the topic. 5. Assign a cooking-related homework task, such as finding a recipe and identifying the fractions used in it.

Note: Adjust the lesson plan as per the availability of resources and the specific needs of your students.