Mathematics in the kitchen In the kitchen you can find an endless source of mathematical problems where children can learn and use informally estimate, measure, proportion, fraction, decimals and geometry.
The objective of this activity is to lead students to question the conventional and unconventional measures and find equivalences between them.
This analysis is to consider and form mental references commonly used in weight and capacity. For example a cup of flour, a glass of water, a handful of salt, etc.
Two important concepts is the inaccuracy of measurement and estimation of the measure.
Activities:
Working in groups of 4 or 5 students.
Find recipes online and make a list of all units of measures contained in them. Sort
them in conventional and unconventional units.
Making a table and complete: (What unit is used and what actually is measured with it?)
Observe at home cooking when mom used to measure (measuring cup, scale, measuring cup, etc.)
Search recipes dulce de leche on the Internet.
bring the necessary elements for the development of Dulce de Leche. Work
conventional measures to establish the unconventional:
A cup of milk equals ........... ml. ...........
cups of milk are 1 l.
One cup of sugar equals g. .............
A spoonful of sugar equals g. ....... ........
form cups sugar 1 kg. Prepare
Dulce de Leche with the following Doña Petrona recipe: 3 liters milk
teaspoon vanilla
a pod or refined sugar 800 grams
teaspoon baking soda
Calculate the volume of the container where you place the ingredients for the manufacture of dulce de leche.
Complete the table with proportions. Milk
3 liters 6 liters 9 liters
Sugar 800 grams
Plot the table in a Cartesian axis system. Observe how they relate
ingredients, directly or reverse.
Perform the calculation of the cost of preparation. Canning
dulce de leche and watch the amount obtained.
Complete the table that relates a kilo of fresh milk produced, the volume of each container.
container volume 1000 cm 500 cm 250 cm 125 cm No. of packings 1
Observe how they relate to the magnitudes. Make
graphical representation. Prepare
container labels (product name, content, place of manufacture, production date, etc.) See page
http://www.trabajopopular.org.ar/material/cuadernilos/dulcedeleche.pdf Bombay
average price of fresh milk (look for the most expensive, the cheapest and average).
Compare the cost of fresh milk produced with the average price obtained. We make butter
Each group should bring a pot of 350 gr. cream.
Whisk continuously for butter. Remove
serum preparation and put a little salt. Place Preparedness
a mold shaped prism made similar to the package of butter. Weigh
drawn butter.
Work out the label with the following information: name of product, content, date and place of manufacture.
Calculate the cost of preparation.
Get the average price of butter in the market.
visit:
http://www.inta.gov.ar/rafaela/seminario/9seminario/articulos/Taran.pdf http://www.minagri.gob.ar/new/0-0/redir/index.php?txt=index_alimentos.txt&link=http://www.alimentosargentinos.gov.ar/ make a pie chart with the data in Figure 3: Flow of national dairy chain. 2006. Observe
bar graph in Figure 5: commercial Tambos basin and determine in which province more drums and in which there is less.
Consider the data in Figure 6: Contribution of total milk production by dairy Top 5 provinces and make a bar graph. Observe
Figure 15: Trends in per capita milk consumption. Determine
whether increased or decreased milk consumption in the population. Report
some of the causes.
Calculate the percentage decrease in relation to the higher consumption to 2006
Construct a pictogram with annual production of sweet milk from 2000 to 2008 and another with annual production of butter from 2000 to 2008.