Geometry in the Kitchen??

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 Hello again!

I know, I know, right now you have entered here wondering what in common could be those two concepts but luckily I am a woman of my word and I am going to show you that maybe they are not too far away.

Imagine learning about shapes, fractions and volume while baking cupcakes or slicing up a pizza. Sounds delicious, right? Let’s learn more about it.

Cooking is full of hidden math and geometry is the secret ingredient! In the kitchen, we cut, measure, fold, stack, divide and decorate, all actions that involve spatial reasoning. That means we can turn every recipe into a hands-on, tasty math lesson. According to Sarama and Clements (2009), hands-on experiences like these help develop children’s spatial thinking, a foundational skill for success in geometry. Furthermore, Verdine et al. (2014) said that, early spatial skills are predictive of later success in mathematics, especially in geometry and problem solving.

Pizza

Bring in a pizza (real or paper) and suddenly you've got a whole lesson on circles, sectors, and angles.



Ask students:

  • How many equal slices make a whole?

  • What angle is each slice if we cut the pizza into 8?

  • What is the difference between a slice and a semicircle?

Then let them “order” their favorite toppings and practice data collection and pie charts.


Baking 

Making cupcakes? Use that opportunity to explore 3D shapes!

  • What is the volume of a cupcake mold?

  • How much batter fits in a cylinder vs a cone?

  • Can we estimate the volume before and after baking?

You can use in addition measuring cups to talk about capacity. As Wheatley (1992) indicated us, mathematical meaning emerges when learners actively construct ideas in a relevant context.

Chocolate bar

Rectangles, rows, columns and arrays. Chocolate bars are perfect for introducing area and perimeter!
Try this:

  • Break off different sections and ask: What is the area?
  • Wrap the bar with aluminum foil and calculate the surface area.

Moreover, you can explain some geometric concepts through the use of food like this video does it!


In it they get to explain to the second cycle in a very dynamic, original and fun way for children to be attentive so they find the explanation easier than just a bunch of theory that is not very enlightening for them.


When we connect geometry with real life —especially something as universal and enjoyable as food— we make learning meaningful. Students remember what they touch, taste and laugh about. By relating mathematics to everyday experiences, students can develop deeper conceptual understanding and memory retention (Zosh et al., 2018) So next time you plan a geometry unit… grab your apron!


S33 Y0U 1N 7H3 N3X7 3N7RY!


REFERENCES:


Math Songs by NUMBEROCK. (2015, 17 septiembre). Angles Song | Acute, Obtuse, & Right Angles | 3rd & 4th grade [Vídeo]. YouTube. https://www.youtube.com/watch?v=NVuMULQjb3o

Sarama, J., y Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.

Verdine, B. N., Irwin, C. M., Golinkoff, R. M., y Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37–51. https://doi.org/10.1016/j.jecp.2014.02.012

Wheatley, G. H. (1992). The role of reflection in mathematics learning. Educational Studies in Mathematics, 23(5), 529-541

Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., y Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in psychology, 9, 1124.

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