This template helps to shape instructional ideas into lessons that any teacher can implement with a group

of students. The first link on

the left below leads to New Jersey’s subject and grade-level standards. Most schools use the standards to “anchor” a lesson, then
make sure that all activities align to a very few, sharply focused objective.

VITAL INFORMATION
Author: Elizabeth
Rivera
*Subject(s)
:Perfecting Waffle Art
with Symmetrical
Formulas
*Grade/Level: 9th-
12th grade (formulas
can be more
complex depending
on grade level)

STANDARDS AND OBJECTIVES

Curriculum
Standards &
Objectives: NJ
Student Learning
Standards for all
Subjects/Levels

By the end of this lesson, students will be able to recall the history of maple syrup, how it’s produced, as well as
Student Learning the history of waffles, and how it relates to the understanding of symmetrical formulas’s real-life applications
Goals and regarding the culinary arts.
Objectives (hint: start with a verb such as “recall” or “explain” or “describe” or “prove” or “find”) Try to focus on 2-4
objectives in a typical 40-minute lesson plan.
 The Essential Questions are appropriate, thoroughly aligned with the standards and objectives, and designed
to invite inquiry. Questions require higher levels of thinking. See
https://www.teachthought.com/pedagogy/examples-of-essential-questions/ and
Essential Questions
https://beyondclassroom.org/individual-elo-design/examples-of-essential-questions/ for examples.
How can understanding symmetry help us interpret as well as solve real-world problems?

INSTRUCTIONAL PROCESS
How will you address all language demands (function, vocabulary, discourse)?
● Function: What words or phrases students need to understand in the discipline or across disciplines in
order to participate in this lesson?
● LIST THOSE WORDS OR PHRASES HERE: respond, analyze, identify, apply, interpret, evaluate, justify,
cooperate, record observations

Examples are: record lab observations, analyze, respond, research, compare/contrast, construct, describe,
evaluate, examine, justify, interpret, identify, locate, apply

● Vocabulary: What words do the students need to know related to the topic you are teaching?
LIST THOSE WORDS HERE: formula, graphing, equation, order of operations, syrup, make, produce, ingredients,
Academic mix, cook, bowl, measure, wet, dry, stir, batter, waffle iron, hot, steam, flip, plates, forks, knives, syrup, napkins,
Language (Oral & teaspoon, tablespoon, cup,symmetry, Native-American, email, Lenni-Lenape, machine, industrial revolution,
Written) sap, tree sap, boiling, sugar, trade, osmosis, pipe, drill, other lower level, tool vocabulary, trees, bark, camps,
tents, colonists,chef, utensils (higher level grades), trade, history, etc.
Sources: Maple_Sugaring_Among_the_Delaware_-_WIEP_2020.pdf (woodlandindianedu.com), The History of
Maple Syrup - Maple Valley Cooperative (maplevalleysyrup.coop), maple syrup plant new jersey - Search
(bing.com), maple syrup plant new jersey - Google Search, Plating/Food Presentation: Symmetrical &
Asymmetrical (casaschools.com), Symmetry in Fruits and Vegetables - EnkiVillage, Loving Man Makes
Symmetrical Breakfasts For His Boyfriend Every Morning | Bored Panda,Online Cooking Class | Cooking Basics
| How to Plate Food | Chef2Chef.net, The Fascinating History of the Chef's Uniform | CIA Culinary School
(ciachef.edu), A Brief History Of The Chef's Uniform - Escoffier,Plating using art principles
(kyschools.us)(rotational symmetry with strawberries in page 22) ( translational symmetry in pants is common to
hide stains, linear symmetry in the toque, or chef’s hat, as well as plating etc., rotational symmetry in plating
examples)
 How will you engage student interest related to the standards and objectives of the lesson? How will you link to
past lessons?:
This lesson will start by talking about what their favorite meal to have in the morning is. It will also review
students’ previous knowledge on (depending on the class) quadratic equations, trigonometric equations, etc.,
as well as how problems related to these concepts can be solved-the class can solve one quick problem or
two together at this point while the teacher ”receives” an email from an chef working for a breakfast diner near
the school, or, if the class is going on the maple field trip, they can be working at a farmer’s market near the
maple plant the class is visiting. They then read it to the class. For those able to go on the field trip, the email
explains how their boss, the market’s head chef, has a perfect waffle recipe to fill the stomachs of those going
on the field trip, but they were also asked by members of the maple plant to supply them a special plating
exclusive to their trip. Unfortunately, since the chef’s skill at plating is quite poor (chefs involved with the field
trip, or if not, the teacher themselves, can create a photo/graph showcasing the poor visual design of the
waffles and their toppings that can instigate discussion by the class on what makes the waffle design not
appealing if the teacher wants), the maple plant’s owners don’t even want to give their recipe a chance. The
emailer hopes that since they’re too busy with running the restaurant, the class, with their knowledge of
function-based symmetry, will be able to create designs appealing enough that the waffle recipe and its
variations will be served during the trip. The designs will be symmetrical shapes created by syrup and/or
Instructional Process: toppings on the waffle’s square graph-like shape itself (square waffles give more space for creativity and
Set/ Motivation square graphs may be easier for students learning functional symmetry than circular graphs, and circular
waffle graphs will be utilized for a future lesson plan). The chef recommends that the designs will be sketched
on graphs, which students can then use graphing calculators for in order to perfect their designs with the power
of mathematical functions. Then, (depending on the school’s overall resources), the chef recommends that
they create their final waffle designs during the class or at home, take a picture of it, and explain why their
design would be a great fit, mathematically and artistically, for the trip’s menu with the class either at the
class’s end or the next class. The class can then vote on what their favorite design as well as favorite
mathematical reasoning for a waffle design is. After voting, the class, alongside the teacher, writes an email
with their designs, their justifications, and their two voted favorite designs (artistically and mathematically), to
the chef. However, if they’re not able to go on the trip, then have the chef write that they are going to help the
school celebrate New Jersey’s maple syrup industry by creating a waffle menu for a party coming up, but they
are struggling to be creative with plating the waffles as well as their toppings to make them visually appealing.
They ask the class to help them come up with some ideas with the same method described above, after
discussing examples of symmetry in the culinary arts that can help inspire students with their designs, from what
chefs wear, to the plating of food, to even foods themselves being symmetrical in some way. Once the email is
sent, students will then discuss and/or write how they felt utilizing these equations using a culinary perspective,
as well as what they learned about how waffles have been cooked in history (Pass the syrup and enjoy a slice
of history for National Waffle Day | National Museum of American History (si.edu), The History of Waffles &
 Where it Began - Garry's Grill & Catering (garrysgrill.com), The History of Waffles – The Perfect Breakfast or
Dessert - Manyeats can be referenced in this section) in a quick discussion before the class ends.
Consider students’ academic, social, and/or cultural characteristics, as well as their prior knowledge, strengths,
and weaknesses.

Briefly describe the simplified history of maple syrup making, from the Lenni-Lenape’s methods to now, as well
as how it relates to the waffle’s growth in popularity in America (see history references above for help- America
created the waffle and maple syrup combo after the Dutch brought waffles over, and waffles bursted in
popularity in the 1930’s, when waffle irons became incredibly accessible). Then, with this knowledge, give
students the “chef’s” graph paper and design requirements (the overall plating and topping placement must
include at least one formula of each type of symmetry), along with paper to help students write why the
formulas being used create examples of this symmetry. Then, have students split up into groups to work on
their designs, with lower grade students (9-10th grade) utilizing less complex formulas like quadratic formulas to
create their designs and higher grade students (11th-12th grade) utilizing more complex formulas such as
trigonometric formulas to create symmetry. Help students with perfecting their designs as well as formulas as
needed, as well as keep track of who the best artistic and mathematical designers (mathematical designers
refers to the students who can utilize, explain and justify their use of different types of symmetrical formulas the
best) may be. This is since, if the school allows it, they can help become the field trip/party’s (depending on if
the field trip is possible or not for the school) culinary platers, who help make the menu’s various items look
Instructional Process:
aesthetically pleasing for the other guests with their mathematical, artistic, and culinary knowledge of plating
Strategies,
that chefs can review with them before the meals are served. This role can be mentioned via the ‘thank you’
Procedures, Tasks
email that will be “sent” next lesson, which you can build up as an important role as the day of the event
comes closer. Once the students are done with their designs (either in class or at home), have the students
cook up and plate their designs with actual waffles during the class or at home, as well as finish their
justifications as to why their design is artistically aesthetic and mathematically symmetrical if they have not
already.

Clearly describe your instructional processes in sufficient detail that a substitute teacher could follow your plan.
Make sure your instructional processes align to the standards and objectives. How will you organize content
and delivery of the topic and discipline in innovative and relevant ways that provide clear, appropriate, and
challenging learning for all students? How will you address students’ academic, social, and/or cultural
characteristics, as well as their prior knowledge, strengths, and weaknesses?

Consider how independent, collaborative, small group, and whole class instruction can be used to effectively
support individual learning.
 How will you bring the lesson to a close? How will students verbalize or demonstrate their understanding? How
will you extend the lesson and link to future lessons?

Have the students write, draw, and discuss together their individual designs to improve them. Once they feel
they are done with their designs, either during or after class, the teacher then listens to their common consensus
about their designs, as well as says their thoughts on each person’s design. If there are no more points of
improvement to work on, then the cooking stage can begin! Together, while eating their final product (or
eating waffles the next class to commemorate the ending of the lesson, of course with dietary restrictions being
taken care of via modifications of the waffle recipes so students are not left out) the class drafts up an email to
send to the chef their design ideas and justifications for why they should be picked, as well as the class’s voted
favorite artistic and mathematical designs, how they felt about the experience, and ideas for other variations of
waffles items for the chef’s menu based on a discussion about the history of waffle dishes. The reply email that
will be received the next lesson will thank them for helping them out as well as suggest other ways they can
utilize the power of symmetry to help improve their athleticism, social media marketing, architecture (Why is
symmetry so significant in understanding evolution? | Aeon Ideas, Photography Workshops and Private Lessons
- The Importance of Symmetry (photographyimmersion.com), The importance of symmetry in marketing, and
Instructional Process: how you can achieve it with ease. (getbenne.com),Symmetry in architecture (unansea.com)), etc. using
Closure money, and other such scenarios that relate to the maple production business that cannot be resolved in the
class due to time-constraints.

This lesson (or whatever lesson the teacher chooses for their math class first)will link to a series of future lessons
(such as what I mentioned in the previous lessons I sent to you) where employees from other areas of the
maple syrup production industry as well as industries indirectly related to it ask for the class’s assistance due to
their positive track record of being good consultants for the maple syrup industry overall with their problems
(the next lessons’ emails can also say thank you and how the companies they’re helping has improved thanks
to their work). The lessons can also be extended by briefly reviewing the history of maple syrup production
again as well as how the industry that relates to the subject that the teacher wants students to learn utilizes the
subject they’re learning (for example, how knowing how symmetrical formulas can be utilized to help create
aesthetic designs used for marketing and culinary realms). Teachers can help extend the lesson by giving
students additional articles or, if possible,time to answer questions at the end of class if they’re interested in
learning more about how symmetrical formulas are utilized in various industries (see articles previously
discussed in the thank you email above for some references).
Consider your alignment with the standards and objectives, as well as student diversity in terms of academic,
social and/or cultural characteristics; learning styles; prior knowledge; strengths; and weaknesses.
 How will you help all students meet the standards and objectives through differentiating the instructional
process, content, and product based upon readiness, learning styles (visual, auditory, kinesthetic, tactile
[VAKT]), multiple intelligences, and/or assignments of choice.

Categories from Common Classroom Accommodations and Modifications | Understood - For learning and
thinking differences

Presentation: The email can be printed out so those with text speech readers can scan the email, have the
email instead be a spoken phone message from the worker so people who are hard of sight have an easier
time understanding the situation of what’s going on. Give students an outline of the general lesson without the
email being mentioned in there, if possible (I don’t want the element of surprise to be taken away from this
lesson, and I want the students who are trying to help to feel like the situation that they’re in is a real situation
with real stakes, but if there are autistic or other students who have trouble with transitioning, then it might be
good to tell them ahead of time what’s going to happen, but tell them to keep it a secret from everyone else
who doesn’t struggle with transitions. Have the instructions of how to help the worker on the board as well as on
the worksheet, and have simple, quick visual cues (GIFs, videos or photos) that display what you’re trying to
Meeting Individual
describe on the board (via Powerpoint Presentation, for example) to help visual learners understand what
Needs/
you’re saying.
Differentiating
Instruction
Response: Scribes, audio recordings of answers, and word processors along with formula tables with the
process to solve them are allowed for this lesson when students are trying to figure out how to apply these
formulas to their design. Give tactile learners the chance to draw a quick graph or visual that shows why their
designated formulas display different types of symmetry on the justification paper, not just on the design paper
itself. Allow auditory learners to reason the answers out loud through their collaborative work. Allow kinseastic
learners to act out their designs, how they relate to their designated symmetrical formulas, and how they solved
it if possible (if not, have them act out the symmetry lines and actually point them out with their bodies since
that may be easier for them to do).

Setting: Allow students who need sensory input to use sensory toys throughout the class(play doh shaped like
waffles, or toys like these Giggle Zone Rainbow Waffle Block, Bubble Pop It Fidget Sensory Toy, Children Ages 3+
- Walmart.com, 1 Waffle Squishy Slow Rise Foam Junk Breakfast Food - Adorable Cute Scented Sensory, Stress,
Fidget Toy - Walmart.com) and while they’re trying to figure out their designs with their group, allow students to
sit wherever they want in the class while completing the assignment, and allow students to walk from group to
group to see how each other’s designs can be improved.
Timing: Allow students to have a few extra minutes to process the directions or the answer to their problem if
needed, allow students to quickly take a break after completing their designs (or cooking their designs,
depending on the class’s resources and where everyone’s progress is) before the class discussion.

Scheduling: Allow students a few days or more to complete their designs depending on how complicated they
are mathematically and culinarily-the teacher can send an email saying that the class is making headway on
their proposed designs, but will let them know by the end of the next class (the extended due date of the
assignment) their final works. The large class discussion, waffle eating courtesy of the teacher (depending on
the resources available) and email sending part can be done the next time the students and teacher meet..

Organization: Suggest to students to highlight sections of the question or problem solving process that they
believe are important to what they’re designing, as well as the work that they’re actually doing (not only does
this help accommodate students, but this also helps you mark what part of the formula solving and creating
process they struggle with). Make clear organization of space (fun graphics/photos dividing sections of the
design papers and justification papers, for instance) to help groups neatly arrange their answers. Tell students
who are auditory and/or hard of sight that the next section of the class has begun very clearly so they know
what’s going on. Warn students to try to get their math problem done in time either before the end of class or
the next class since otherwise, the field trip/ party will have a smaller probability of happening(this can be
mentioned in the email).

Consider gifted, ELL, culture and other possible needs, as well as Universal Design for Learning (see
http://www.udlcenter.org/).
 Accommodations provide access to course content but do not alter the amount or complexity of the
information taught. Accommodations can include changes in the testing environment, instructional
procedures, or classroom presentation.

LIST THE STUDENT(S) BY PSEUDONYM AND THE ACCOMMODATION(S):

Accommodations/
Modifications for IEPs Modifications modify (change) the curriculum and result in the child being taught something different or being
& 504 Plans taught the same information but with the complexity of the material significantly altered from that being
taught to the child’s age and grade level peers. Modifications can be made to classroom materials and/or
performance expectations of the student.

LIST THE STUDENT(S) BY PSEUDONYM AND THE MODIFICATION(S):

MATERIALS AND RESOURCES

What are the print, non-print, manipulatives and technology you need to organize before teaching the lesson?
Worksheets, pencils/pens, colored pencils for drawings for visual learners, highlighters, paper to write notes on
Materials/ or allowing students to use school computers to write notes (depending on school and their availability and
Resources/ students’ available resources), bowls, waffle mix, eggs, flour, other ingredients for recipes as well as cooking
Technology appliances such as bowls, spoons, whisks, etc. for the students (depending on dietary needs and resources
available school has), forks, knives, napkins, maple syrup, sensory toys, play doh, waffle toppings like fruit and
candies, etc.

ASSESSMENT
How will students demonstrate understanding or skills? How does your assessment align with your selected
standards, student objectives, and instructional procedures? How will you address accommodations,
modifications, and/or differentiation/ individual needs in your assessment plans?

Assessments will be during the class discussion of what students think about each other’s designs as well as
what they think are the best designs, a graded review of their designs and justifications on “paper” (acting out
Assessment
the answer, typed answers, drawn out answers, one-on-one discussions with the teacher about how they’d
design their waffles with each type of symmetrical formulas and why, etc. can be provided as alternative ways
of explaining the answer instead of writing it out on the justification sheet for certain students), and how student
discuss their overall difficulty with creating their designs, both mathematically as well as artistically.

Consider providing options for how students demonstrate mastery.

 How will you provide progress monitoring and instructive feedback to students during the instructional process?
How will feedback provide opportunities for student success?

Positive feedback which is inclusive to students’ needs and learning styles will be highlighted, first and foremost,
on the students’ worksheet, with feedback about how well they laid out as well as explained the problem (“ I
love how well you organized this answer with the highlighters!” “I loved how you used your drawing to support
your answer”, “You explained X part of your design’s symmetry here very well with your charades!” “Your
Formative
teamwork was awesome!”, etc. are examples). The constructive feedback can be written in the form of writing
the training guide has in a unique pen color (upbeat) like “next time, try doing x to help improve this aspect of
your design’s mathematic components”, “I love your justification, but here’s a way that you can make X part of
it more appetizing to mathematician's ears/give it the right flavor that I think you were looking for!” to make
constructive criticism fit with the lesson theme and make it less scary for students to read.

What evidence of student learning will you collect at the end of the lesson? How will you use the data from
these summative assessments to guide future instruction?-
Summative
Have all members of each group say something, draw something, or mention something in any way that
relates to their design as well as see how many students agree with their design’s justifications.

You can include assessment information in several ways: students can hand in a completed assignment, take a
test, conduct a small group discussion, create an illustration or art project, etc. - The group discussion with
supportive drawings, charades, etc. is the non grade-based assessment on how confident students are in
Assessment/Rubrics understanding, solving, as well as explaining the formulas relating to symmetry they had to solve as well as why
solving real life problems through the understanding of artistic and mathematical symmetry. The worksheet is a
graded, written/drawn assessment on how well they can utilize these formulas and translate their understanding
of them to their artistic work. Rubrics can be set to the teacher’s discretion.