Beacon Lesson Plan Library

Revamped Recipe

Kim Adair


This lesson is used to assist students with proportional measurements. Students will use a given recipe written for 12 servings, and use a chart to determine the ingredient amounts for 30 servings (or number of students in class).


The student solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers, and addition, subtraction, and multiplication of decimals, fractions, and mixed numbers using an appropriate method (for example, mental math, pencil and paper, calculator).


-S’more Bar Recipe (or any other recipe) – be sure to bring enough ingredients to make the recipe for you whole class
¼ cup heavy whipping cream
1 ½ cups mini marshmallows
½ of an 11.5 ounce bag of MILK chocolate chips
½ of a 7-ounce bag of Flipz chocolate grahams

(See Recipe in attached file)

-One 9 inch baking pan
-Tin foil
-One medium sauce pan
-Burner (stove or single electric burner)
-Wooden spoon
-Serrated knife (to cut bars)
-Chart paper
-Chart marker(s)


1. Choose a recipe and rewrite it on chart paper
2. Create a chart with given ingredient amounts prewritten
3. Purchase materials needed to make the recipe
4. Obtain permission from parents to allow students to eat recipe if required at your school. Also check allergies of students.


1. After lessons concerning fractions (addition, subtraction, multiplication, and division), inform students that they will now put this knowledge to use and get a very sweet reward.

2. Display a recipe for a 12-serving snack on chart paper.

3. Explore background knowledge by discussing what a recipe is, why it’s important to follow steps, and why exact measurements are imperative.

4. Explain that students will be learning how to create a chart to help them change recipes to make the necessary amounts.

5. Point out that this recipe only makes 12 servings and that would not be fair to all students in the classroom if you only made 12 servings (since there are 30 in the class).

6. Take suggestions as to how we could possibly figure out the appropriate measurements to use to make exactly 30 servings.

7. After discussing suggestions, create a chart like the one in the attached file.
(this should be in chart form with serving size across the top, ingredients down the left hand column, and only the ingredient amount filled in uner 12 servings)

8. Open discussion as to ways we could complete the table to determine the amount of each ingredient for our entire class. Ask students why you chose intervals of 3 (12 and 30 are both divisible by 30).

9. Once students have determined that they need to divide the amounts by 4 to get the amount for three servings, have students do the computation to figure it out (refresh steps to dividing fractions, if necessary).

10. Allow students to fill in correct column on chart (you may also consider giving each student or group of students a copy of the chart to fill in on their own).

11. Walk students through the processes of adding fractional amounts to complete the rest of the chart.

12. Have volunteers show on the board how they determined the amount of each ingredient needed for 30 servings.

13. When the chart is complete, allow students to assist you in making the recipe to enjoy later (or you can already have one prepared). A SWEET reward!


Assessment: Choose a second recipe and create a chart on paper to be photo copied. Have students, or groups of students, complete the chart using the skills learned. If this is the first time such a lesson has been taught, assess based solely on determining the minimum-serving amount. Otherwise, use 80% as passing for completion of the entire chart.
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