Families Count - Mohawk Valley Library System

Practical Math: Cooking

Objectives

To show students a practical use for a variety of math skills.
To use fractions.
To use basic math skills (addition and subtraction).
To use sequencing (following directions).

Kit Contents

Red Program Folder

Books (in kit)
- D’Amico, Joan and Karen Eich Drummond The Math Chef

Equipment (in kit)
- 2 Blue Oven Mitts
- 4 Clear Plastic Mixing Bowls with Blue Covers
- 5 Lavender Measuring Cups
- 4 Stainless Steel Measuring Cups
- 1 Stainless Steel Spatula
- 1 Sifter
- 1 9” Square Baking Pan
- 1 Cooling Tray
- 1 Cupcake Tray
- 1 12” x 19” Cookie Tray
- 1 Blue Plastic Cutting Tray

Lesson

Introduction
- Talk about cooking and see what math concepts the students consider part of the cooking/baking process.
- Show the various materials and see if they can identify a math skill with that cooking tool. (Ex: measuring spoons use fractions, measuring cup uses fractions and volume, timer uses time and counting, cake pan uses area (which also involves multiplication and linear measurement)
- Discuss some options of what they might be able to bake with the objects at hand and what they want for results.
- Look at the cookbooks and included recipes to see if anything matches with their thoughts.
- Go over safety rules and warnings. They are both for the safety of the student and the successful outcome of the product. READ ALOUD both the parent notes and any safety instructions, thus reinforcing them for both student and parent/teacher.
  - Follow the cooking instructions in the books, which are pretty clear.
  - The cooking should be student directed, adult facilitated. Have the student do the majority of the measuring and scaling factors. If you choose to double a recipe, work with your student in order for him/her to calculate the new amounts.
  - Make the students part of the cleaning up process also.
GENERAL REMINDER: Let the student decide what is good or bad, do not pre-judge the results. If it does not come out how you would consider “perfect”, try not to treat it as a “failure” but try it again, or make notes as to what could be done differently. It is a learning experience.

Remember, even if the results don’t look great, they can still be quite tasty.




	Practical Math: Cooking Objectives To show students a practical use for a variety of math skills. To use fractions. To use basic math skills (addition and subtraction). To use sequencing (following directions). Kit Contents Red Program Folder Books (in kit) D’Amico, Joan and Karen Eich Drummond The Math Chef Equipment (in kit) 2 Blue Oven Mitts 4 Clear Plastic Mixing Bowls with Blue Covers 5 Lavender Measuring Cups 4 Stainless Steel Measuring Cups 1 Stainless Steel Spatula 1 Sifter 1 9” Square Baking Pan 1 Cooling Tray 1 Cupcake Tray 1 12” x 19” Cookie Tray 1 Blue Plastic Cutting Tray Lesson Introduction Talk about cooking and see what math concepts the students consider part of the cooking/baking process. Show the various materials and see if they can identify a math skill with that cooking tool. (Ex: measuring spoons use fractions, measuring cup uses fractions and volume, timer uses time and counting, cake pan uses area (which also involves multiplication and linear measurement) Discuss some options of what they might be able to bake with the objects at hand and what they want for results. Look at the cookbooks and included recipes to see if anything matches with their thoughts. Go over safety rules and warnings. They are both for the safety of the student and the successful outcome of the product. READ ALOUD both the parent notes and any safety instructions, thus reinforcing them for both student and parent/teacher. Follow the cooking instructions in the books, which are pretty clear. The cooking should be student directed, adult facilitated. Have the student do the majority of the measuring and scaling factors. If you choose to double a recipe, work with your student in order for him/her to calculate the new amounts. Make the students part of the cleaning up process also. GENERAL REMINDER: Let the student decide what is good or bad, do not pre-judge the results. If it does not come out how you would consider “perfect”, try not to treat it as a “failure” but try it again, or make notes as to what could be done differently. It is a learning experience. Remember, even if the results don’t look great, they can still be quite tasty.
	Kit Topics \| Families Counts Families Count, a collaborative project of the Mohawk Valley Library System, Amsterdam Free Library, The Community Library in Cobleskill, Johnstown Public Library and Schenectady County Public Library, is supported by Federal Library Services and Technology Act funds, awarded to The New York State Library by the Federal Institute of Museum and Library Services. Mohawk Valley Library System 858 Duanesburg Road \| Schenectady \| New York 12306-1095 Phone: 518-355-2010 \| Fax: 518-355-0674 Families Count: http://www.mvls.info/familiescount/