# 7 Layer Dip

Last week the children in our Prekindergarten classroom agreed on making a 7 Layer Dip to eat. This recipe was a little different to them because they didn’t have to cook it. It mainly needed to be layered one ingredient on top of another. We always like trying NEW things while we make new recipes. =D

As we began opening the can of beans with the can opener we learned that 8 oz.= 1cup.

When we looked at our can of refried beans we read that it was 16 ounces. After doing the math we learned 16 oz= 2 cups.

We had 2 cups of refried beans in 1 can!

The first thing we were able to do was spread the 2 cups of refried beans as the bottom layer…

After we had a little help cutting 2 avocados, we took turns trying to scoop it out into a bowl so it could be mashed…

When a fork was becoming too difficult, these girls thought to begin squeezing it out, which actually worked!

After “T” measured out a cup of avocados, the other children were able to begin mashing it!

Next we prepared a cup of sour cream so we could begin mixing our taco seasoning with it…

After mixing and preparing all the ingredients, the children were able to begin the layering process…

“Wonderland classroom’s 7 Layer Dip”

The children enjoyed it a lot….. ;-D

Baking at home with your child is a great opportunity for you to incorporate lots of math and make it fun at the same time!

Ingredients

• 16 ounces refried beans
• 1 (1 1/4 ounce) packages taco seasoning
• 1 cup sour cream
• 1 cup guacamole
• 1 cup salsa
• 1 cup lettuce
• 1 cup Mexican blend cheese
• 1 cup tomatoes

## Directions

1. Layer in this order.
2. 16 oz refried beans mixed w/ 1 package taco seasoning.
3. 1 c sour cream.
4. 1 c guacamole.
5. 1 c salsa.
6. 1 c tomatoes.
7. 1 c Mexican cheese.

Learning Goals Achieved:

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) Follow pictorial directions (e.g., recipes, science experiments);

Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A)compare two containers according to capacity (holds more, holds less, or holds the same); compare two objects according to weight/mass (heavier than, lighter than or equal to);
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