When I teach the cooking unit to Spanish 3, I include some work with units of measurement and conversions.
1. I teach the vocabulary first for both the American (English) and Metric units of measurements as well as types of packaging (packet, box, can...)
2. We talk about cultural differences in packaging as well as the differences when looking for things sold under the metric system (ordering ground beef in kg, or getting eggs in quantities of 5 or 10)
3. We look at basic abbreviations for both systems and I quiz them in Spanish on some basic conversions (3 tsp in a T or 4 c. in a qt.)
4. I give them a conversion key of some basic conversions and then have some they have to figure out which require a few steps (like so many cups is how many liters but they do not have this direct conversion). We share the answers in Spanish. This year I may add some story problems to see how many sticks of butter they would need or if they would have enough flour for a recipe multiplied a certain amount of times or if they are converting a recipe from Europe.
Money Signs (DK) I have several classroom activites in which we are practicing using Dollars and Cents in American Sign Language. 1. I have two 'Coin-U-Lators' that I have purchased for my classroom. I give one to a student on opposite sides of the classroom. I will sign an amount to each student and then they have to put the amount into the Coin-U-Lator, show it to their neighbor and then the neighbor signs the amount that is displayed. If they are wrong it goes back to the student who put in the amount. Then it is cleared out for the next student. Having two go at the same time helps keep it moving quicker and the students look forward to when it is coming around to them. This works on adding using dollars and all of the coins. ||
Coin-U-Lator
|| || Coin-U-Lator || 2. I also have magnetic money, dollars and coins that I put up on the whiteboard. Students go up to the board individually and I sign an amount. The student then moves the dollars or coins to a different area that would equal the amount I signed. It is quick and easy to see to check if they were correct or not. They also have to sign back to me what they put up.
Location Logic (BS)
As we study city locations and prepositions I make a logic problem to see if they can figure out where each location is on the grid using clues. Later they have to make their own to share with other students. Some students find them very challenging, but it is good practice not only with Spanish vocabulary and sentence structure, but also with reasoning.
Students have a difficult time reading traditional clocks. The digital era truly has influenced this. I sign a clock time to each student and they have to manipulate the clock to the correct time. They then show the clock to their neighbor, then that student has to sign what is on the Judy mini-clock.
Math Strategies
Recipe Conversions (BS)
When I teach the cooking unit to Spanish 3, I include some work with units of measurement and conversions.1. I teach the vocabulary first for both the American (English) and Metric units of measurements as well as types of packaging (packet, box, can...)
2. We talk about cultural differences in packaging as well as the differences when looking for things sold under the metric system (ordering ground beef in kg, or getting eggs in quantities of 5 or 10)
3. We look at basic abbreviations for both systems and I quiz them in Spanish on some basic conversions (3 tsp in a T or 4 c. in a qt.)
4. I give them a conversion key of some basic conversions and then have some they have to figure out which require a few steps (like so many cups is how many liters but they do not have this direct conversion). We share the answers in Spanish. This year I may add some story problems to see how many sticks of butter they would need or if they would have enough flour for a recipe multiplied a certain amount of times or if they are converting a recipe from Europe.
Money Signs (DK) I have several classroom activites in which we are practicing using Dollars and Cents in American Sign Language. 1. I have two 'Coin-U-Lators' that I have purchased for my classroom. I give one to a student on opposite sides of the classroom. I will sign an amount to each student and then they have to put the amount into the Coin-U-Lator, show it to their neighbor and then the neighbor signs the amount that is displayed. If they are wrong it goes back to the student who put in the amount. Then it is cleared out for the next student. Having two go at the same time helps keep it moving quicker and the students look forward to when it is coming around to them. This works on adding using dollars and all of the coins. ||
Location Logic (BS)
As we study city locations and prepositions I make a logic problem to see if they can figure out where each location is on the grid using clues. Later they have to make their own to share with other students. Some students find them very challenging, but it is good practice not only with Spanish vocabulary and sentence structure, but also with reasoning.Reading Clocks (DK)
Students have a difficult time reading traditional clocks. The digital era truly has influenced this. I sign a clock time to each student and they have to manipulate the clock to the correct time. They then show the clock to their neighbor, then that student has to sign what is on the Judy mini-clock.