Scale City | Scaling Up Recipes and Circles in the Real World

Learning Resource Type

Classroom Resource

Subject Area

Mathematics

Grade(s)

6, 7

Overview

In this video, students visit a small-town festival that features the world’s largest stainless steel skillet. In addition to a question about scaling recipes, they also are asked how increasing or decreasing the radius of a circle affects its area. The accompanying classroom activity requires students to compare the areas of the world’s largest skillet and a standard 12-inch skillet through reasoning and computation and to explore the meaning of pi through a hands-on activity. This resource is part of the Math at the Core: Middle School Collection.

 

More About This Resource

Although the Scaling Up Recipes and Circles in Practice video ("Greetings from the World’s Chicken Festival") and the Scaling Up Recipes and Circles in the Real World interactive ("Sunnyside Up") can be used independently, they are deliberately designed to complement each other.

The video takes students to a small-town fall festival that features the world’s largest stainless steel skillet as well as food preparations for a crowd of 8,000 people. They are asked how they can use proportional reasoning to scale recipes and how increasing or decreasing the radius of a circle affects its area.

The interactive explores the questions asked in the video as students scale up recipes and food portions to feed a family reunion of 108 people and as they discover the mathematical relationship between the length of a circle’s radius and its area. To enhance classroom use, refer to the Interactive Guide handout and Questions worksheet that students can reference and complete as they work through the interactive.

 

Be sure to use the Scaling Up Recipes and Circles in the Real World Activity that can be found in the Support Materials for Teachers section for a great activity that teaches the standard(s).

Mathematics (2019) Grade(s): 6

MA19.6.3

Use ratio and rate reasoning to solve mathematical and real-world problems (including but not limited to percent, measurement conversion, and equivalent ratios) using a variety of models, including tables of equivalent ratios, tape diagrams, double number lines, and equations.

UP:MA19.6.3

Vocabulary

  • Rate
  • Ratio
  • Rate reasoning
  • Ratio reasoning
  • Transform units
  • Quantities
  • Ratio Tables
  • Double Number Line Diagram
  • Percents
  • Coordinate Plane
  • Ordered Pairs
  • Quadrant I
  • Tape Diagrams
  • Unit Rate
  • Constant Speed

Knowledge

Students know:
  • Strategies for representing contexts involving rates and ratios including. tables of equivalent ratios, changing to unit rate, tape diagrams, double number lines, equations, and plots on coordinate planes.
  • Strategies for finding equivalent ratios,
  • Strategies for using ratio reasoning to convert measurement units.
  • Strategies to recognize that a conversion factor is a fraction equal to 1 since the quantity described in the numerator and denominator is the same.
  • Strategies for converting between fractions, decimals and percents.
  • Strategies for finding the whole when given the part and percent in a mathematical and contextual situation.
  • Strategies for finding the part, given the whole and the percent in mathematical and contextual situation.
  • Strategies for finding the percent, given the whole and the part in mathematical and contextual situation.

Skills

Students are able to:
  • Represent ratio and rate situations using a variety of strategies (e.g., tables of equivalent ratios, changing to unit rate, tape diagrams, double number line diagrams, equations, and plots on coordinate planes).
  • Use ratio, rates, and multiplicative reasoning to explain connections among representations and justify solutions in various contexts, including measurement, prices and geometry.
  • Understand the multiplicative relationship between ratio comparisons in a table by writing an equation.
  • Plot ratios as ordered pairs.
  • Solve and justify solutions for rate problems including unit pricing, constant speed, measurement conversions, and situations involving percents.
  • Solve problems and justify solutions when finding the whole given a part and the percent.
  • Model using an equivalent fraction and decimal to percents.
  • Use ratio reasoning, multiplication, and division to transform and interpret measurements.

Understanding

Students understand that:
  • A unit rate is a ratio (a:b) of two measurements in which b is one.
  • A symbolic representation of relevant features of a real-world problem can provide for resolution of the problem and interpretation of the situation.
  • When computing with quantities the transformation and interpretation of the resulting unit is dependent on the particular operation performed.
Mathematics (2019) Grade(s): 7

MA19.7.2

Represent a relationship between two quantities and determine whether the two quantities are related proportionally.

UP:MA19.7.2

Vocabulary

  • Equivalent ratios
  • proportional
  • Coordinate plane
  • Ratio table
  • Unit rate
  • Constant of proportionality
  • Equation
  • ordered pair

Knowledge

Students know:
  • (2a) how to explain whether a relationship is proportional.
  • (2b) that the constant of proportionality is the same as a unit rate. Students know:
    • where the constant of proportionality can be found in a table, graph, equation or diagram.
    • (2c) that the constant of proportionality or unit rate can be found on a graph of a proportional relationship where the input value or x-coordinate is 1.

Skills

Students are able to:
  • (2a) determine if a proportional relationship exists when given a table of equivalent ratios or a graph of the relationship in the coordinate plane.
  • (2b) identify the constant of proportionality and express the proportional relationship using a variety of representations including tables, graphs, equations, diagrams, and verbal descriptions.
  • (2c) model a proportional relationship using coordinate graphing.
  • Explain the meaning of the point (1, r), where r is the unit rate or constant of proportionality.

Understanding

Students understand that:
  • (2a) A proportional relationship requires equivalent ratios between quantities. Students understand how to decide whether two quantities are proportional.
  • (2b) The constant of proportionality is the unit rate. Students are able to identify the constant of proportionality for a proportional relationship and explain its meaning in a real-world context. (2c) The context of a problem can help them interpret a point on a graph of a proportional relationship.
Mathematics (2019) Grade(s): 7

MA19.7.20

Explain the relationships among circumference, diameter, area, and radius of a circle to demonstrate understanding of formulas for the area and circumference of a circle.

UP:MA19.7.20

Vocabulary

  • Diameter
  • Radius
  • Circle
  • Area
  • Circumference
  • π

Knowledge

Students know:
  • that the ratio of the circumference of a circle and its diameter is always π.
  • The formulas for area and circumference of a circle.

Skills

Students are able to:
  • use the formula for area of a circle to solve problems.
  • Use the formula(s) for circumference of a circle to solve problems.
  • Give an informal derivation of the relationship between the circumference and area of a circle.

Understanding

Students understand that:
  • area is the number of square units needed to cover a two-dimensional figure.
  • Circumference is the number of linear units needed to surround a circle.
  • The circumference of a circle is related to its diameter (and also its radius).
Mathematics (2019) Grade(s): 7 - Grade 7 Accelerated

MA19.7A.36

Explain the relationships among circumference, diameter, area, and radius of a circle to demonstrate understanding of formulas for the area and circumference of a circle.

UP:MA19.7A.36

Vocabulary

  • Diameter
  • Radius
  • Circle
  • Area
  • Circumference
  • π

Knowledge

Students know:
  • the ratio of the circumference of a circle and its diameter is always π.
  • The formulas for area and circumference of a circle.

Skills

Students are able to:
  • use the formula for area of a circle to solve problems.
  • Use the formula(s) for circumference of a circle to solve problems.
  • Give an informal derivation of the relationship between the circumference and area of a circle.

Understanding

Students understand that:
  • area is the number of square units needed to cover a two-dimensional figure.
  • Circumference is the number of linear units needed to surround a circle.
  • The circumference of a circle is related to its diameter (and also its radius).

CR Resource Type

Audio/Video

Resource Provider

PBS

License Type

PD
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