Thanksgiving Dinner Dilemma


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Middle School Math Teachers can use this CCSS-aligned student-centered project in the weeks leading up to Thanksgiving!

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Thanksgiving Dinner Dilemma

  1. 1. Thanksgiving Dinner © 2012 Middle School Math WebQuest & Inquiry By That Math Lady
  2. 2. Your Student’s Mission • Your student has been given the task of preparing and serving Thanksgiving Dinner! However, certain problems have come up that they must solve before everybody comes over on Thanksgiving Day. • Each slide has a different problem that students must solve, using mathematics, for this feast. • Only after each problem is solved, will they be ready for Thanksgiving! © 2012
  3. 3. Math Standards CC Standard DescriptionCommon Core Standard Thanksgiving Problem (Focused skills are in bold type.) Solve real world problems involving multiplication of fractions Problem Four: Stuffing RecipesCCSS.Math.Content.5.NF.B.6 and mixed numbers, e.g., by using visual fraction models or Problem Six: Turkey equations to represent the problem. Solve real world problems involving division of unit fractionsCCSS.Math.Content.5.NF.B.7c by non-zero whole numbers and division of whole numbers Problem Seven: Deserts by unit fractions.CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths. Problem Two: Cooking Utensils Problem Three: Shopping forCCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths. Cranberries Convert among different-sized standard measurement unitsCCSS.Math.Content.5.MD.A.1 Problem Four: Stuffing Recipes within a given measurement system. Understand the concept of a ratio and use ratio language to Problem Five: Following the RecipeCCSS.Math.Content.6.RP.A.1 describe a ratio relationship between two quantities. Problem Six: Turkey Use ratio and rate reasoning to solve real-world andCCSS.Math.Content.6.RP.A.3 Problem Five: Following the Recipe mathematical problems. Recognize and represent proportional relationships between Problem Four: Stuffing RecipesCCSS.Math.Content.7.RP.A.2 quantities. Problem Five: Following the Recipe Use proportional relationships to solve multistep ratio and Problem Three: Shopping forCCSS.Math.Content.7.RP.A.3 percent problems. Cranberries © 2012
  4. 4. Problem One: The Invitation• Design an appropriately-themed invitation to your fabulous Thanksgiving Dinner. Make sure to include the when, where, and time of your feast.• Next, consider the people you are inviting to share this Thanksgiving feast.• Come up with a guest list of 2 – 12 people who have accepted your invitation. (Don’t forget to include yourself!) This guest list will affect the problems that you come across. © 2012
  5. 5. Problem Two: Cooking Utensils Uh, oh! While prepping your kitchen, you realized a few important tools were missing. Conduct an Internet-based search to find the cheapest version of each item: – KitchenAid Classic Stand Mixer – Non-stick roaster pan – Potato masher Use these retailer links to find – Turkey baster these products being sold: • Bed, Bath, and Beyond: (The last 3 tools can be • Target: any brand.) • Amazon: • Kohl’s: © 2012
  6. 6. Problem Three: Shopping for Cranberries You notice that two rival grocery stores have a sale on canned cranberry sauce this week. Determine which is the better buy for your feast, and why. Grocery Store A Grocery Store B 14 oz. Can of 14 oz. Can of Cranberries Cranberries Originally $1.49 Originally $1.65 SALE: Buy One SALE: Take 30% get One for OFF when you $0.99 buy TWO! © 2012
  7. 7. Problem Four: Stuffing Recipes• You still need to find a great stuffing recipe to serve your guests.• Find a recipe that you like on the Internet. Search for “Thanksgiving stuffing” or “Thanksgiving dressing” on the following sites: – ( – Betty Crocker ( – Food Network (• After you find a recipe that you like, adjust the amount of ingredients in the original recipe so that it enough to serve your guests. (Note: You must submit the original recipe with your presentation.) © 2012
  8. 8. Problem Five: Following the Recipe• The mashed potato recipe that you are using calls for the following ratios of ingredients: – 1 ½ lbs yukon gold potatoes: 4 servings – 1 Tbsp butter: 2 servings – 1 Tbsp heavy cream: 1 serving – ½ Tbsp milk: 2 servings – 1 ½ Tsp salt: 4 servings• Using ratios and proportions, figure out how much you need of each ingredient to make enough mashed potatoes for your guests. © 2012
  9. 9. Problem Six: Turkey• Buying and cooking a turkey can be a dilemma in itself, sometimes!• Consider the following before choosing your turkey from the chart below to purchase (Make sure you can justify your purchase!): – Weight: Rule of thumb is 1 lb – 1.5 lb for every 1 guest. Turkey Size Price 10 lbs $13.99 12 lbs $15.99 15 lbs $19.99 20 lbs $27.99 © 2012
  10. 10. Problem Seven: Desserts • You made three pies for your guests. • Based on the number of guests that you have invited, how can you equally divide the pies so that the following statements are true? (Both statements are required to be solved.): – Each guest can have 2 slices (one of the same or one of two different varieties). – There is less than ⅔ of the pies remaining after each person has at least 1 piece. • You may consider creating a © 2012 to illustrate your solutions.
  11. 11. Putting it All Together• The student will present all inquiries and solutions to each Thanksgiving Dinner Dilemma in a multimedia presentation (PowerPoint, Prezi, YouTube video, etc.).• Student should include the Internet resources he used in each WebQuest-based problem.• Student will be assessed on his understanding and application of the math standards (see rubric on Slide 10) © 2012
  12. 12. Teacher Tips• Get families involved! Many students watch their families prepare this annual feast but do not realize the math and problem-solving that is involved! Parents and guardians should be encouraged to guide and monitor their students to help them find success!• If you want this project done (with time to spare) before Turkey Day, make sure you give your students at least 2 weeks before Thanksgiving break to finish this assignment. During that time, formatively assess student productivity and understanding.• Allow students to work in small groups on this project- based learning assignment.• Foster independent thinking! © 2012
  13. 13. Math Rubric Part I Standards 4 3 2 1 Student demonstrates Student shows mastery in competency in creating visual models to multiplying fractions and Student’s solutions are Student is unable to solve demonstrate the mixed numbers to: affected by minor one or both of theCCSS.Math.Content.5.NF.B.6 relationship of multiplying * Determine lbs of turkey calculation errors in one of problems due to inability improper fractions and needed (Problem 6) the two problems. to multiply fractions. their equivalent mixed *Determine practical division numbers. of desserts (Problem 7) Student poses multiple Student successfully divides Student demonstrates ways to successfully divide Student is unable to meet desserts to meet inability to meet one of theCCSS.Math.Content.5.NF.B.7c desserts while meeting both requirements requirements posted in requirements posted in requirements posted in posted in Problem 7. Problem 7. Problem 7. Problem 7. Student shares all findings; is Student ‘s presentation Student ‘s presentation Student compares prices able to use knowledge of reflects some prices of the only gives the prices of for at least one utensil in a decimals and money to utensils and retailers that the utensils and retailersCCSS.Math.Content.5.NBT.A.3 diagram or chart to reflect compare prices – and choose they chose. Their ability to that they selected, the value of one cent, ten the lowest price – of the compare decimals is not reflecting their inability to cents, one dollar, etc. kitchen utensils while clearly evident. compare decimals. shopping online. Student displays multiple scenarios (# of cans Student is unable to solve Student successfully Student’s solutions for purchased) to show how Problem 3 due to anCCSS.Math.Content.5.NBT.B.7 determines the best bargain Problem 3 are affected by the amount purchased can inability to add/multiply in Problem 3. minor calculation errors. be influenced by a sale decimals. price. © 2012
  14. 14. Math Rubric Part II Standards 4 3 2 1 Student converts measurements for two Student clearly Student’s conversions Student’s conversions stuffing recipes and demonstrates ability to contain minor calculation contain large errors thatCCSS.Math.Content.5.MD.A.1 evaluates the better convert measurements in a errors (would not change would impact the adjusted recipe based on total standard recipe (Problem end result of stuffing). recipe. time, estimated price of 4). ingredients, etc. Student will justify the Student demonstrates turkey they purchased comprehension of ratio to Student demonstrates Student is unable to solveCCSS.Math.Content.6.RP.A.1 based on ratio and any determine the amount adequate understanding of Problem 6 due to the other factors taken into (pounds) of turkey that is ratio relationships. inability to describe a ratio. consideration. needed. Student illustrates the proportional relationship of ingredients in Problem 4. Student shows adequate Student is unable to solveCCSS.Math.Content.6.RP.A.3 Student uses a graph or understanding of rate Problem 4 or Problem 5 due & chart to illustrate that Student is able to display reasoning and proportions to an inability to use rateCCSS.Math.Content.7.RP.A.2 two recipes are the ratio relationships despite making a few reasoning or define proportional. between ingredients calculation errors. proportions. needed for his recipe in Problem 5. Student displays multiple scenarios (# of cans Student successfully Student is unable to solve Student’s solutions for purchased) to show how determines the best bargain Problem 3 due to anCCSS.Math.Content.7.RP.A.3 Problem 3 are affected by the amount purchased by determining the percent inability to calculate minor calculation errors. can be influenced by a of a number in Problem 3. percents. sale price. © 2012
  15. 15. WebQuest Summary• Why a WebQuest? – Student-centered – Project-based Learning (PBL) – Interactive with technology – Creates opportunities for literacy in a math classroom – Fun for students!• Don’t forget to score your students on their creativity and presentation format!• Make sure the teacher has fun, too!• Like this WebQuest? Want more? E-mail with your requests! © 2012