Thanksgiving Dinner Dilemma

Middle School Math WebQuest & Inquiry

By That Math Lady

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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!

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Math Standards Common Core Standard

CC Standard Description (Focused skills are in bold type.)

Thanksgiving Problem

CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions

and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Problem Four: Stuffing Recipes Problem Six: Turkey

CCSS.Math.Content.5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers

by unit fractions. Problem Seven: Deserts

CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths. Problem Two: Cooking Utensils

CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths. Problem Three: Shopping for

Cranberries

CCSS.Math.Content.5.MD.A.1 Convert among different-sized standard measurement units

within a given measurement system. Problem Four: Stuffing Recipes

CCSS.Math.Content.6.RP.A.1 Understand the concept of a ratio and use ratio language to

describe a ratio relationship between two quantities. Problem Five: Following the Recipe

Problem Six: Turkey

CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and

mathematical problems. Problem Five: Following the Recipe

CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between

quantities. Problem Four: Stuffing Recipes

Problem Five: Following the Recipe

CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and

percent problems. Problem Three: Shopping for

Cranberries

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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.

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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

– Turkey baster

(The last 3 tools can be

any brand.)

Use these retailer links to find these products being sold:

• Bed, Bath, and Beyond: www.bedbathandbeyond.com • Target: www.target.com • Amazon: www.amazon.com • Kohl’s: www.kohls.com

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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 14 oz. Can of Cranberries

Originally $1.49 SALE: Buy One

get One for $0.99

Grocery Store B 14 oz. Can of Cranberries

Originally $1.65 SALE: Take 30% OFF when you

buy TWO!

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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: – allrecipes.com (www.allrecipes.com) – Betty Crocker (www.bettycrocker.com) – Food Network (www.foodnetwork.com)

• 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.)

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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.

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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

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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 diagram to illustrate your solutions.

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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)

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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!

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Math Rubric Part I Standards 4 3 2 1

CCSS.Math.Content.5.NF.B.6

Student shows mastery in creating visual models to

demonstrate the relationship of multiplying

improper fractions and their equivalent mixed

numbers.

Student demonstrates competency in

multiplying fractions and mixed numbers to:

* Determine lbs of turkey needed (Problem 6)

*Determine practical division of desserts (Problem 7)

Student’s solutions are affected by minor

calculation errors in one of the two problems.

Student is unable to solve one or both of the

problems due to inability to multiply fractions.

CCSS.Math.Content.5.NF.B.7c

Student poses multiple ways to successfully divide

desserts while meeting requirements posted in

Problem 7.

Student successfully divides desserts to meet

requirements posted in Problem 7.

Student demonstrates inability to meet one of the

requirements posted in Problem 7.

Student is unable to meet both requirements

posted in Problem 7.

CCSS.Math.Content.5.NBT.A.3

Student compares prices for at least one utensil in a diagram or chart to reflect the value of one cent, ten

cents, one dollar, etc.

Student shares all findings; is able to use knowledge of

decimals and money to compare prices – and choose

the lowest price – of the kitchen utensils while

shopping online.

Student ‘s presentation reflects some prices of the utensils and retailers that

they chose. Their ability to compare decimals is not

clearly evident.

Student ‘s presentation only gives the prices of

the utensils and retailers that they selected,

reflecting their inability to compare decimals.

CCSS.Math.Content.5.NBT.B.7

Student displays multiple scenarios (# of cans

purchased) to show how the amount purchased can

be influenced by a sale price.

Student successfully determines the best bargain

in Problem 3.

Student’s solutions for Problem 3 are affected by

minor calculation errors.

Student is unable to solve Problem 3 due to an

inability to add/multiply decimals.

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Math Rubric Part II Standards 4 3 2 1

CCSS.Math.Content.5.MD.A.1

Student converts measurements for two

stuffing recipes and evaluates the better

recipe based on total time, estimated price of

ingredients, etc.

Student clearly demonstrates ability to

convert measurements in a standard recipe (Problem

4).

Student’s conversions contain minor calculation errors (would not change

end result of stuffing).

Student’s conversions contain large errors that

would impact the adjusted recipe.

CCSS.Math.Content.6.RP.A.1

Student will justify the turkey they purchased based on ratio and any

other factors taken into consideration.

Student demonstrates comprehension of ratio to

determine the amount (pounds) of turkey that is

needed.

Student demonstrates adequate understanding of

ratio relationships.

Student is unable to solve Problem 6 due to the

inability to describe a ratio.

CCSS.Math.Content.6.RP.A.3 &

CCSS.Math.Content.7.RP.A.2

Student uses a graph or chart to illustrate that

two recipes are proportional.

Student illustrates the proportional relationship of

ingredients in Problem 4.

Student is able to display the ratio relationships

between ingredients needed for his recipe in

Problem 5.

Student shows adequate understanding of rate

reasoning and proportions despite making a few

calculation errors.

Student is unable to solve Problem 4 or Problem 5 due

to an inability to use rate reasoning or define

proportions.

CCSS.Math.Content.7.RP.A.3

Student displays multiple scenarios (# of cans

purchased) to show how the amount purchased can be influenced by a

sale price.

Student successfully determines the best bargain by determining the percent

of a number in Problem 3.

Student’s solutions for Problem 3 are affected by

minor calculation errors.

Student is unable to solve Problem 3 due to an inability to calculate

percents.

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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

thatmathlady@gmail.com with your requests!

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