Research Lesson
Grade 4th
Date: Feb 3, 2010 (Wed)
Title of Lesson: Cookie Dough Equivalence
Standard: NS 1.19
Objective:
By the end of the lesson the students will be able to demonstrate their understanding of
equivalent fractions via student work.
Lesson Background: Knowledge of fractions, measuring while cooking experiences
Lesson Process:
Phase 1
Teacher
Introduction (5-7 min):
Talk about prior work with fractions and the
meaning of fractions. Ask students to
brainstorm what they know about fractions.
Write ideas from students on board.
Vocabulary: fractions
Student
Students brainstorm what
they know about fractions.
Where have you used fractions at home?
How many of you have ever helped your mom
or dad cook?
Vocabulary: measure
“I”
DO
Students share experiences
using fractions at home,
cooking and measuring.
Teacher Modeling (3-5 minutes): (if needed)
Explain materials available to use: measuring
cups and sugar.
Show the students a measuring cup and
demonstrate how to measure out ½ cup of
sugar. Explain that ½ is the amount needed.
Ask student to draw
picture of the
*students don’t know
what a measuring cup is
Ask “ does anyone know
what this is? Can you tell
me what this is used for”?
*students won’t know
how to measure out
ingredients
Show students how to
level out the ingredient
Challenge (20 minutes):
I have to bake cookies for students in grades
3, 4, 5, and 6? Each grade level must have a
different type of cookie.
My problem is: I only have 1 measuring cup
that is labeled ¼, ½, ¾, and 1 cup. But the 4
recipes require sugar as follows: ¼ cup, 2/4
cup, 4/8 cup, and 6/8 cup. How can I measure
out the proper amount of sugar for each
recipe?
Anticipated Outcomes
Teacher Questions
*students may be
confused that ½ and 2/4
are equal.
Ask a student to explain
why1/2 and 2/4 are the
same. Have them demo.
Have a student read the
challenge to whole class.
Students work in groups of 3.
12 Groups
Have students read challenge
in groups and identify what
they need to find out. Each
*students are unable to
student must participate.
measure out ingredients.
Go back to 1/2 and have
the students measure it
out as well.
Phase 2
Teacher
Teacher monitors student thinking,
asking probing questions, checking for
understanding.
Once most groups are done, have each
group post paper on board for sharing.
Ask students to review posters and
decide which ones used similar thinking.
Have students explain why they think
solutions were similar.
Group similar solutions.
Choose unique or misconception
solutions for explanation.
“WE”
DO
Student
Student groups demonstrate their
thinking on poster paper.
Post work on board.
Students review posters and think about
similarities. Students respond to teacher
questioning about similarities.
Student groups share solutions either
through explanation or demonstration.
Describe your thinking?
Ask if any other students thought the
same way?
What relation does ¼ and ½, ½ and 2/4
have, ¼ and 2/4, ½ and ¾, ¾ and 6/8, ¾
and 1 cup, etc.?
What does ____ mean?
How does it connect with the problem?
Promote student questions and
clarifications.
Show me.
Anticipated Outcomes
Teacher Questions
*If teacher notices
students are unable to
accomplish task, have
one group demonstrate
how they figured out
the ¼ and 2/4 cup.
*students present
quickly and there is
extra time.
The class is given
twelfths and asked to
find the equivalents in
their groups.
Students discover
equal values:
2/4 = ½=4/8
¾ = 6/8
2/8=1/4
Need 2 ¼ to equal ½.
Need 3 ¼ to equal ¾
Equivalent fractions:
fractions with the
same value
*students may not be
able to convert the
measurements
Ask the student to
measure out 1/2 and
have them demonstrate
how to pour that into
the eighths cup to fins
the equivalent fraction
As children finish, as early finishers to
complete the extension problem.
Extension 1: If students understand, ask
them to help you figure out how to
measure out 2/8 cup, 1/8 cup, 3/8 cup,
7/8 cup.
Phase 3
Teacher
Extension 2: suppose the recipes called
for 3/12 cup, 6/12 cup, 9/12 cup?
“YOU”
What did you find to be the easiest?
Most difficult?
Why?
Student
Independent or Guided Practice:
Extension 1 and 2
Anticipated Outcomes
Teacher Questions
DO
Close: Thank you for helping me with
this challenge.
Students respond to questions.
What did you discover?
How do you know?
What did you notice?
T writes comments on board.
Summarize: equivalent fractions,
objective
Materials: 12 measuring cups with ¼, ½, ¾, and 1 Cup marked on them, poster paper and markers.
Evaluation of the Lesson:
I have to bake cookies for
students in grades 3, 4, 5, and
6? Each grade level must have
a different type of cookie.
My problem is: I only have one
measuring cup labeled ¼, ½, ¾,
and 1 cup. The 4 recipes
require sugar in the following
amounts: ¼ cup, 2/4 cup, 4/8
cup, and 6/8 cup.
How can I measure out the
correct amount of sugar for
each recipe?