Fraction

Topic: Fraction

Objectives & Outcomes

• Students will be able to understand the concept of fractions and how to work with them.

Materials

• Pizza
• Cutting board
• Knives
• Fraction strips (or index cards with small holes punched in the top)
• Pencils

Warm-up

• Ask students if they have ever eaten pizza before.
• Ask them to describe what a pizza looks like (round and flat with a crust, with different toppings and sauces, etc.).
• Show students a picture of a pizza and ask them to point to the different parts of the pizza.
• Ask students if they have ever shared a pizza with friends or family before.
• Ask them to describe what it was like and how they shared it.

Direct Instruction

• Introduce the concept of fractions and fractional parts using a pizza as an example.
• Ask students to imagine a pizza that is cut into four equal parts.
• Ask them to name each part (top, bottom, left, right).
• Ask students to imagine a second pizza that is cut into four unequal parts.
• Ask them to name each part (1/4, 1/2, 3/4, and 1/4).
• Explain that the first pizza has four equal fractional parts and the second pizza has four different fractions.
• Ask students to name some fractions that they already know (1/2, 1/4, 1/8, etc.).
• Show students some fractions cards and ask them to identify the fractional parts.

Guided Practice

• Pass out the pizza slices and have students work with a partner to cut the pizza into four equal parts.
• Then have students work with a different partner to cut the pizza into four unequal parts.
• Ask students to compare their pizzas and discuss the different fractions they created.
• Walk around the room and assist students as needed.

Independent Practice

• Have students work on a project-based activity where they create their own pizzas and decorate them with fractions.
• Students can use real or pretend ingredients to make their pizzas, and they can use pencils, scissors, and glue or other craft supplies to decorate their pizzas.
• Encourage students to be creative and have fun with their pizzas.

Closure

• Have students share their pizzas with the class and explain how they used fractions to decorate them.
• Ask students to share any challenges or successes they had while working on their pizzas.

Assessment

• Observe students during the independent practice activity to see if they are using fractions to correctly cut their pizzas and share them with the class.
• Ask students to explain how they used fractions to cut their pizzas during a small group or independent practice session.