Lesson # 1
Grade Level: 4th
Instructional Model: Sheltered Math ESOL
Semester & week: 1st Semester/2nd quarter
Lesson Title: Introduction to the Cooking Unit on using Measurements and Fractions
STANDARDS & REQUIREMENTS
MCC.3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
CCGPS or GPS
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of
Standard(s)
size 1/b.
MCC4.MD.1. Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two column table.
Differentiation
RESOURCES
Academic Language
The students in the class are all at either a beginning or an intermediate level of English
language proficiency, and will need differentiation that caters to their ESOL needs. None
of them have IEPs or 504s, so differentiation for these special needs is not needed. I will
differentiate by modeling making the pie chart, and by frontloading the academic
vocabulary of cooking and measurements. I will also differentiate by having some work
done in pairs and some work done whole group.
Language Functions
Language Vocabulary
The main academic vocabulary words are measure, quantity, whole, part, chart, and
fraction.
Key vocabulary worlds include cooking, baking, pie, apple, taste, tablespoon (tbsp.),
teaspoon (tsp.), cup, green, yellow, and red.
Understand & Know
The key content language specific words are the same as those listed above.
Materials
Promethean board, measuring cups, measuring spoons, math journals, recipe examples
Technology
We will use the Promethean board to project the pie chart and the recipes.
LESSON PROCEDURE
Enduring
Students will know about measurements that are used in cooking, and will understand
Understanding
why knowing measurements is important to follow a recipe. They will also be able to
apply their knowledge about measurements into other math subjects, such as learning
fractions.
Essential Question(s)
What do you need to know in order to cook or bake something? Why is knowing about
measurements so important in cooking?
Students will understand the vocabulary of measurements that they will need to know, and
Lesson Objectives:
they will be ready for the rest of the unit. The prior knowledge about cooking and
Content objective &
measurements that they need will have been activated.
Language objective
Students will be able to understand and identify different measurement tools. They will
also be able to understand how the symbols in recipes connect to these tools.
Students will be able to do this by working in pairs and whole groups to try to figure out
what the vocabulary means based on context clues, and then once these guesses have
been made, then I will explicitly teach them to vocabulary.
Assessment Link
The students will be formatively assessed through their participation in class, and the
Introduction to Lesson
Specify:
notes that they take in their math journals. This is appropriate because this is the
introductory lesson, and how well they accomplish the first days tasks will inform how
tasks are taught throughout the week.
The introduction for this lesson will be the apple-taste-testing, which will serve to divide
them into three groups and will get them excited about the topic.
Students will have a blind taste test of yellow, green, and red apples and will pick which
one they like best. Based on their choice, they will be assigned to their group for the end
of the week apple pie baking activity. The groups will be baking with the apple they
chose in this activity. We will also give a sneak peak into the focus of next weeks units
by representing their apple preferences in a pie chart. This will get them engaged and
excited, and tie together the introduction on Monday with the conclusion on Friday. The
pie chart will have 8 slices for each student, and I will allow them to come up to the
Promethean board in turn and fill out a slice with the apple color of their preference.
They will then copy the pie chart into their math journals.
The introduction should take 20 minutes.
Teacher Activities: I will explain the apple tasting activity, blind each student and help
them through the taste testing, I will also model the pie chart
Student Activities: Students will do the taste testing, fill out their section on the pie chart
on the Promethean board, and record a picture of the pie chart in their math journal
Body of Lesson
Specify:
Closure
Specify:
Assessment: Students will be assessed on how accurately they fill out their pie chart in
their math journal. If they dont fill it out correctly, then I will be able to tell what they do
not understand by what the error was. For example, if there is not the correct number of
pie slices, then I know that the student did not understand that each slice is representing
a student in the class.
For the work period, I will frontload the vocabulary that the students need to be able to
understand in order to learn about measurements. First, we will activate prior knowledge
by having each student think about a time they have seen or helped someone in their
family cook, and what steps were involved. This will not only activate prior knowledge,
but also will help me to assess the amount of prior knowledge that the students have
about cooking and measurements. Then, we will look at some simple recipes on the
Promethean board, and identify what words are common between them, and then try to
predict what they could possibly mean (common words such as cup, teaspoon, and
tablespoon). They will make predictions in pairs, and then share out with the group.
Once they have predicted, I will explicitly teach them what they mean. In the math
journals, the students will write down definitions and draw a picture to go along with it.
The body should take 25 minutes.
Teacher Activities: I will lead the activity and ask questions to prompt discussion. I will
show the recipes on the promethean board, and will type the class definitions that we come
up with for the measurement vocabulary on the promethean board for students to copy into
their journals.
Student Activities: Students will describe their prior experiences with cooking, look for
common words in the recipes, make predictions about meaning, and then make a class
definition for the words to be copied in their journals along with their own pictures.
*Assessment: Students will be formatively assessed by their ability to correctly draw a
picture of the tool that matches with each definition (a measuring cup with the word cup
etc.) in their math journals. Since this is a small class, I can go around and check with each
student.
For the closure, students will have a ticket out the door where they do a line match of
a picture and a vocabulary word. The ticket vocabulary will be the words we learned
explicitly and implicitly in the lesson; cup, teaspoon, tablespoon, apple, and pie chart. If
we run out of time, they can complete it for homework.
The closure should take 5 minutes.
Teacher Activities: I will hand out the ticket out the door.
Student Activities: They will complete the ticket out the door.
*Assessment: They will not be given a grade, and if need be we will go over it the next
day. Therefore it is formative, but formal.
*ASSESSMENT
Evaluation
Through the above assessments, students will be able to demonstrate both that they
understand basic fractions through the pie chart, and that they know measurements
through the closing assessment. They will also have a chance to demonstrate their
comprehension throughout the lesson by participating, and writing in their math journal.
