Home / how many carbs in coconut flour / Content Area - LAUSD

# Content Area - LAUSD - how many carbs in coconut flour

CORE Assessment Module
Module Overview

|Content Area |Mathematics |
|Title |Bake Sale |
|Standards for Mathematical |Mathematical Practice 2 (MP2): Reason abstractly and quantitatively. |
|Practice |Mathematically proficient students: |
| |Make sense of quantities and their relationships in problem situations. |
| |Bring two complementary abilities to bear on problems involving quantitative relationships: |
| |Decontextualize—to abstract a given situation and represent it symbolically; and manipulate the representing |
| |symbols as if they have a life of their own, without necessarily attending to their referents) and |
| |Contextualize— to pause as needed during the manipulation process in order to probe into the referents for the |
| |symbols involved). |
| |Use quantitative reasoning that entails creating a coherent representation of the problem at hand, considering the|
| |units involved, attending to the meaning of quantities (not just how to compute them), and knowing and flexibly |
| |using different properties of operations and objects. |
|Common Core State Standards|5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions |
| |with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like |
| |denominators. |
| |5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including |
| |cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use |
| |benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. |
| |5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a |
| |fraction. |
| |5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual |
| |fraction models or equations to represent the problem. |
|SBAC Assessment Claims |Claim 2: Problem Solving—Students can solve a range of complex, well-posed problems in pure and applied |
| |mathematics, making productive use of knowledge and problem-solving strategies. |
|Task Overview |Students will be asked to solve some constructed response questions involving multiplication of fractions and |
| |whole numbers. In Part 2, students will write a letter that explains mathematically how many cookies he will be |
| |bringing to the bake sale. |
|Module Components |1) Scoring Guide |
| | |

Bake Sale
Scoring Guide

|Part |Description |Points |Total Points |
| |Credit for specific aspects of performance should be given as follows: | | |
|1 |Student gives correct answer: 1-1/2, 3/2, or 6/4 cups |1 |2 |
| |Student shows work |1 | |
| |2. Student gives correct answer: 27/8 or 3-3/8 cups |1 |2 |
| |Student shows work (This may include a correct process, but incorrect arithmetic.) |1 | |
| |3. 27/4 or 6-6/8 or 6-3/4 cups |1 |2 |
| |Student shows work (This may include a correct process, but incorrect arithmetic.) |1 | |
| | | | |
|2 |4. Student gives correct answer: 60 chocolate chip, 30 peanut butter, 15 sugar, and 15 |1 |2 |
| |oatmeal. | | |
| |Student shows work (This may include a correct process, but incorrect arithmetic.) |1 | |
| |5. a. Student gives correct answer: 12 peanut butter cookies |1 |2 |
| |b. Student explanation should include |1 | |
| |finding 3/5 of 30 to get 18 burnt cookies | | |
| |subtracting 18 from 30 to have 12 cookies left to sell. | | |
|3 |6. Student gives correct answer: Sam is correct. |1 |4 |
| |Student response should include: | | |
| |Correct problem solving and work |1 | |
| |A justification of why |1 | |
| |Visual model and/or equations |1 | |
|TOTAL POINTS: | |
|(possible points = 14 points) | |

Bake Sale

Fred is baking cookies for a school bake sale.

Part 1
It takes 3/4 of a cup of sugar to make one batch of cookies. Show your work when solving; include a drawing or an equation.

1. How many cups of sugar does he need to double the recipe? ____________

2. How many cups of sugar does Fred need to make 4-1/2 batches? ___________

3. How many cups does he need to make 9 batches? ____________

Part 2
Fred bakes 10 dozen cookies for the bake sale. He makes the following types of cookies:

4. How many of each type of cookie did Fred make? Show your work.

|Chocolate Chip | |
|Peanut Butter | |
|Sugar | |
|Oatmeal Raisin | |

5. Unfortunately, Fred had some trouble in the kitchen and 3/5 of the peanut butter cookies were burned.

a. How many peanut butter cookies does Fred have left to sell? ____________

b. Explain how you know this is correct.

Part 3

What is the nutritional value of Coconut flour? Nutritional facts for Coconut flour, organic | KetoDiet Data Is Coconut flour, organic Keto? Calories from carbs 17%, protein 28%, fat 55% Nutritional data per oz (28.3 grams) Net carbs 3 grams Protein 4.9 grams Fat 4.3 grams Calories 104 kcal