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Making Peanut Butter Cookies (Fourth Grade: Math)

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Presentation on theme: "Making Peanut Butter Cookies (Fourth Grade: Math)"— Presentation transcript:

1 Making Peanut Butter Cookies (Fourth Grade: Math)
By Kimberly Phinney Making Peanut Butter Cookies (Fourth Grade: Math)

2 Fun, Fun, Fun This PowerPoint is to help students with math (mainly fractions and measuring). By making cookies, it will help them see math in a visual. This is a fun way to get your students interested in learning mathematics.

3 Conversions Measurements: Cooking
16 tablespoons = 1 cup 12 tablespoons = 3/4 cup 10 tablespoons + 2 teaspoons = 2/3 cup 8 tablespoons = 1/2 cup 6 tablespoons = 3/8 cup 5 tablespoons + 1 teaspoon = 1/3 cup 4 tablespoons = 1/4 cup 2 tablespoons = 1/8 cup 2 tablespoons + 2 teaspoons = 1/6 cup 1 tablespoon = 1/16 cup 2 cups = 1 pint 2 pints = 1 quart 3 teaspoons = 1 tablespoon 48 teaspoons = 1 cup

4 Ingredients 1/2 cup butter, softened
1/2 cup butter flavored shortening 1 cup white sugar 1 cup packed brown sugar 2 eggs 1 cup creamy peanut butter 1 teaspoon vanilla extract 2 1/2 cups all-purpose flour 1 teaspoon baking soda 1 teaspoon salt

5 Directions Cream the butter, butter flavored shortening, and sugars. Add eggs and blend. Add peanut butter and vanilla. Add dry ingredients and stir until well blended. Measure out tablespoonfuls of dough and roll into balls. Place 3 inches apart on lightly greased cookie sheets. Make crisscross pattern with fork. Bake in a pre-heated oven at 375 degrees F (190 degrees C) 8-10 minutes until set, but not hard. Do not over bake. Leave on sheets for 2 minutes before removing. Cool, and store in covered container. Beginning

6 Video on fractions This link is to a video that shows students how to add fractions with different denominators.

7 Examples Converting fractions: Example: 1/2 + 2/3= ?
First you find a common denominator 2: 2, 4, 6, 8, 10,……. 3: 3, 6, 9, 12,……. 6 is the common denominator 1/2 x 3/3 = 3/6 2/3 x 2/2 = 4/6 3/6 + 4/6 is the same things as 1/2 + 2/3. It equals 7/6 or 1 1/6. You can do this with any fraction Video

8 T.E.K.S: 111.16. Mathematics, Grade 4.
Introduction 1)  Within a well-balanced mathematics curriculum, the primary focal points at Grade 4 are comparing and ordering fractions and decimals, applying multiplication and division, and developing ideas related to congruence and symmetry. (4)  Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 3-5, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics. Knowledge and skills (2)  Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to (A)  use concrete objects and pictorial models to generate equivalent fractions (B)  model fraction quantities greater than one using concrete objects and pictorial models (C)  compare and order fractions using concrete objects and pictorial models; an (D)  relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models. (12)Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to: (A) use a thermometer to measure temperature and changes in temperature; and (B) use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time. Menu

9 T.E.K.S continued (14)  Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A)  identify the mathematics in everyday situations; (B)  solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C)  select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D)  use tools such as real objects, manipulative, and technology to solve problems.

10 References

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