Creating Community

Erin Burnside, 300110379

Professor Jessica Sokolowski

Baking with Fractions ☺

This idea is inspired by an activity I created during my time in practicum. It was one of
the first activities I got to play a big role in that really developed the connections in my own
class, but also with another grade 4 group! The friendships created that day have remained and
are a pleasure to see every Wednesday I go back. When reviewing the expectations for this
assignment, it felt like the perfect choice.
The overall purpose of such an activity is to highlight the ways in which Mathematics
exists in the real world. However, there are much more important lessons just below the
surface. The students are divided into groups of about 6 to 7 people and assigned different
roles in the baking journey. From start to finish, they are continuously learning how to work
together to achieve a common goal, while also finding a sense of purpose and self-identity
within a group. In my experience, it was also an opportunity for students to meet individuals
from another class, strengthening both the classroom- and school-community simultaneously.
Ultimately, this activity requires good communication, patience, trust and interdependence
within the group of students, with an extra bonus of being completely built around the Ontario
Mathematic curriculum.

Prior to hosting this event, the students would need to complete their fractions and
decimals unit. I have also created a baking conversions sheet (attached below) that could be
completed the class prior to get students familiar with different baking measurements. It is
crucial that expectations and boundaries be established prior to this activity. Take time to
discuss the importance of teamwork and decipher what students think it looks and feels like –
consider co-creating a “Teamwork” anchor chart with the class. It would be helpful to highlight
how collaboration can enhance our creativity, problem-solving skills and even help us develop
social skills that are imperative to the rest of our lives. This might also be a good time to discuss
that school is the time and place to learn how to collaborate with people you might not know
or might not consider your best friends. Explain that in the real world we do not choose our
colleagues, teachers, or bosses, and it is a fulfilling and beautiful thing to be able to work well
with others, despite your differences.
Additionally, it would be useful to take time beforehand to go over the “rules”.
Students would need to know how the activity is going to be conducted as well as what is
expected of them. For example, letting everyone have their designated turn, treating each
other with respect, being patient and open-minded. The baking PowerPoint, which includes
each role a student could have, the instructions and measurements for each step, should also
be explained to the group. Students will be divided into groups based on educators’ discretion
of combinations that bring out strengths in their peers (this should be done beforehand, in
private, and groups posted when the activity is running). Once groups are formed, allow each of
them to assign their own roles by drawing different colours from a hat. This format is to avoid
arguments about preferred roles, as selection is completely random and provides students an
opportunity to identify and manage their emotions if they end up receiving a role that is not
their first choice. One of the most beautiful parts of this experience was watching students
jump at the chance to assist their peers who maybe had restricted mobility or did not
understand the measurements or instructions. I have attached pictures to illustrate the
excitement and teamwork present! Most excitingly, the students get to enjoy their cookies at
the end of it all, while also learning about fractions.

Ultimately, any shared experience is bound to play a role in developing, strengthening

and creating new relationships. The students’ opportunity to work together is something they
will be able to look back on fondly and reflect, or even discuss with excitement following.
Providing students with these experiences only opens the door to more opportunities for
growth and the development of an inclusive and secure classroom community. They may even
come up with ideas for group activities on their own!

There are several links to the Ontario curriculum, but the most notable are:

• Strand A – Social Emotional Learning

o #4: build relationships and communicate effectively
▪ connecting: make connections among mathematical concepts,
procedures, and representations, and relate mathematical ideas to other
contexts (e.g., other curriculum areas, daily life, sports)
▪ connecting: make connections among mathematical concepts,
procedures, and representations, and relate mathematical ideas to other
contexts (e.g., other curriculum areas, daily life, sports)
o #5: develop self-awareness and sense of identity
▪ To see themselves as capable math learners, and strengthen their sense
of ownership of their learning, as part of their emerging sense of identity
and belonging
• Strand B – Number
o B1. Number Sense: Demonstrate an understanding of numbers and make
connections to the way numbers are used in everyday life
o B1.9: describe relationships and show equivalences among fractions and decimal
tenths, in various contexts
Slideshow
Student role selection papers (for the hat)
Conversion Worksheet
Pictures