Kathie+A+Math+Final+Project

= Put a Short Activity/Lesson/Project Title Here = > __**4.NF. B.3a**__ - Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. > __**4.NF. B.3b**__ - Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decomposition, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. > __**4.NF. B.3c**__ - Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. > __**4.NF. B.3d**__ - Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. > __**4.NF. B.4**__ - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. > > > to come to the classroom to speak to the students about the importance of accurate measurements to attain a deliciousness.
 * Title: ||< Bake Sale Fractions ||
 * Subject: ||< Math ||
 * Grade: ||< 4th ||
 * Time Frame: ||< This activity will take place after chapters 8 and 9 on fractions are completed. ||
 * Essential Question || How will I use the math concept of adding fractions with like and unlike denominators in the real world? ||
 * Summary: ||< The students will explore the addition of fractions with like and unlike denominators by doubling and tripling recipes. Then to show off their baking success they will host a grade wide bake sale in the classroom. The students will decide where to donate the funds. ||
 * Objectives || * AOD 4th grade math standards covered:
 * 21st Century Skill Objectives
 * communication
 * collaboration
 * problem solving
 * creativity & innovation
 * decision making
 * reflection
 * choice ||
 * Tasks: ||< # Completion of Math chapters 8 and 9
 * 1) Explain project rubric and time line.
 * 2) The introduction of Google Slides, logins, and practice inputting information.
 * 3) Go over proper sharing of information etiquette.
 * 4) The introduction of video taping. Show YouTube clips of children baking.
 * 5) Time frame to gather recipe. Teacher verification of recipe.
 * 6) Students will type the recipe into the Google Slide platform during class time.
 * 7) Students will insert either a stock or real picture of their dessert on to the Google Slide.
 * 8) Students will add a one or two sentence comment about the recipe at the bottom of the slide.
 * 9) The class will view the Google Slide document in class and look for any editing that needs to be completed.
 * 10) The students will work out fractional conversions needed to double or triple their recipe in class.
 * 11) The students will rewrite the recipe using their new amounts for ingredients in their notebooks.
 * 12) Using their edited recipe the students will actually bake the product at home while verbally walking the audience through the fraction math involved in the recipe on video.
 * 13) The students will bring their finished products to school divided into individual servings to sell in a grade wide bake sale. ||
 * Personalization/Differentiation ||< * Students will collaborate with family members or friends to pick a favorite dessert recipe.
 * This could be a family recipe that is already written on a recipe card or they can research a recipe on line. ||
 * Real-World Connection || * The students will take a favored desert recipe and bake a double or triple version of the recipe.
 * Most families do double or triple recipes to have adequate amounts for everybody.
 * The audience will be fellow classmates working in partnership with families.
 * We will invite one or two parents within the school community that own bakery businesses,
 * The students will host a grade wide bake sale
 * The students will bake the recipe themselves with the help of family members and record themselves walking through the recipe, making sure to show how they calculated the fractional measurements of ingredients. The presentation would conclude with the students sampling the finished product on camera. ||
 * Assessment: ||< * Are the finished products edible?
 * Did everybody enter a recipe on Google Slides?
 * Did everybody submit a video?
 * Whole group debriefing to discuss the outcome. ||
 * Resources: ||< * Google Slides, Video recorder ||
 * Examples: ||< * https://www.youtube.com/watch?v=xze8atBaVEY
 * https://www.youtube.com/watch?v=c3Vi8CGRuY0 ||
 * Reflection: ||  ||