Numerator:  The top number in a fraction.  (This shows parts of a whole.)   EX:   2/5     The number 2 is the numerator.

Denominator:  The bottom number in a fraction.  (This shows the number of equal parts a shape/object is dividing into.)   EX:  2/5   The number 5 is the denominator.

Equivalent: fractions that have the same value even though they look different (½, 2/4, 4/8, etc.)

Fraction bar/Fraction line: the horizontal straight line that separates the numerator and denominator

• Students will be able to identify and represent fractions correctly while slicing their model pizzas, with 90% or greater accuracy, over two lessons.
• Students will create fractional parts of a whole, compare fractions and identify equivalent fractions throughout pizza model making and slicing,with 90% or greater accuracy, during the day #1 introductory lesson.

This lesson will take approximately two 40 minute periods.

Paper Plates (Each student will have two paper plates attached together in the middle with a clasp clip.  The top plate will be cut into eight pieces by the student.

Prepared Index cards (Each student should have a set of index cards with the numbers 1-8 written on them. This can be added into lesson or done in advance by teacher)

Pencil

Crayons or colored pencils

Fraction Assessment

Little Red Hen Makes a Pizza by Philemon Sturges.   Link:    https://www.youtube.com/watch?v=49pme1I4pN0

Smartboard optional for video link

Instructional Practice:  Active Participation, Hands-On Activity, Cooperative Learning, Differentiated Learning, Independent Practice

Webb’s Depth of Knowledge:  Skill/Concept, Strategic Thinking, DOK 3, Construct, Compare

W: WHERE/WHY/WHAT

This lesson is most appropriate for students who have a beginning knowledge of fractions. The students will be able to reinforce their knowledge of numerators denominators and fraction representation throughout the lesson.

H: HOOK

Students will have the opportunity to participate in a fun game while increasing their knowledge about fractions.  Students love pizza, so making and playing with pizza, with grab and keep their attention.

E: EXPLORE/EXPERIENCE/EQUIP

Students will be able to take part in a game while identifying numerators and denominators.  They will have the opportunity to compete with peers by trying to keep the most pieces of pizza.

R: RETHINK/REHEARSE/REVISE/REFINE

Students will have the opportunity to revise their fractions throughout the lesson during both the index card activity and the pizza game after modeling.

E: EVALUATE

Students will be both formally and informally assessed throughout the lesson. The students will be informally assessed via teacher observation throughout index card activity and pizza game. Teacher will circulate and provide assistance where necessary. The students will be formally assessed at the end of the lesson via the Assessment Worksheet.

T: TAILORED

This lesson is appropriate for a third grader who has prior knowledge of fractions.  Throughout the lesson the students will have the chance to self-reflect on their knowledge of fractions while correctly representing the fractions.

O: ORGANIZED

The fraction activity is organized using a gradual release model.  The teacher will begin with whole group direct instruction.  From there, the students will move to guided instruction, group work, and close with individual work. (direct instruction, guided instruction, group work, and independent work)

1. Introduction: The teacher will inform the students that they will be discussing fractions today.  The teacher will ask the students each of the essential questions.  Students will peer share answers.  After each question, teacher will ask for oral responses.

1. The teacher will tell the students that many foods that we eat can be portioned using fractions.  The teacher will have the students give examples.  (Pizza, Pie, Sandwiches, etc…) Turn and talk to a student sitting on their right side and list foods that we eat in a fraction.

1. Share video link The Little Red Hen Makes A Pizza.  Discuss story, character traits, and sharing.  Ask students how pizza was divided.

1. The teacher will first write a fraction on the board.  He/she will ask the students which to identify the numerator and the denominator. Check for understanding.  The teacher will have the students define numerator and denominator.  (This has been previously taught in class, therefore is a review.)

1. Teacher will then write a model fraction in numeric form and shaded shape model form. Teacher will add the words numerator, denominator, equivalent and fraction bar with a short definition. Teacher should keep this on the chalk/smart board during the lessons. 

1. The teacher will then select five students to come up to the front of the room.  The teacher will ask the students to identify the fraction of the students who are wearing blue jeans. Student volunteers reinforce the vocabulary and highlight any equivalent fractions.  Teacher will continue this questioning using gender, color of clothing, types of shoes, etc... using different students.

7.   Teacher will then pass out numbered index cards. (If they are student prepared, have students write 1-8 on each one.) Teacher will instruct students that they will be forming fractions with the cards.  They should use their pencils as the fraction line separating the numerator and denominator. The teacher will announce different fractions. All fractions should be written on board in both fraction bar and modeled form. Students should then represent the fraction with the numbers.  (Teacher will informally assess via observation.) Students will revise answers if teacher or student finds an inaccuracy.

5.   Teacher will then pass out 2 paper plates per student. They should only write on one. Students should draw lines on one plate to make eight pieces.  (Teacher modeled) Teacher will instruct the class that the paper plates will be used for their pizza crusts.  Teacher will have class brainstorm list of pizza toppings.  Teacher will list toppings on the board. (Class will need to list a minimum of 15 toppings.)

6.   Students will then pick three toppings to decorate pizza (one plate) with.  They will draw the toppings on the pizza.  They may also include sauce and cheese. Toppings may be all over pizza or just on portions of pizza.

7.   After all students have completed pizzas, teacher will ask students to cut pizzas with toppings on them into 8 pieces on previously drawn lines. (Teacher models/assists.) The other plate will be blank.  The teacher will demonstrate how to put brass fastener through middle of plate. 

8.   Pizza Game- Teacher will have students sit in large circle.  Teacher will have students set pizzas in front of them.  Teacher will then tell students they will share their pizzas.  Teacher will call out a topping and a fractional part. For example, the teacher will tell students that if they have mushrooms on their pizza, they must put 1/8 of it into the middle. Students will state the remaining fraction.

   Teacher will continue calling some of the brainstormed toppings with a different fraction. After calling the toppings, the student(s) with the most pieces left, wins.

9.  Teacher will break students into groups and allow the students to play.

10. Students will go back to their regular seats and complete Fraction assessment.

pizza assessment.docx

http://www.coolmath4kids.com/fractions/index.html

This website can be used for enrichment and extra practice for all areas of fractions.  The website sets the foundation of fractions and moves gradually into more difficult skills like addition and subtraction of fractions.

http://www.abcya.com/fraction_fling.htm

This website allows students to create and represent fractions in a fun way.  Students will enjoy flinging rocks at the correct fractions.

Advanced Students:

Students needing a challenge may work use their pizzas in a small group setting.  Students can pass the fractions around the circle instead of into the middle.  They can create mixed numbers by adding onto their pizza and trying to collect the most pieces.

Students can see how many equivalent fractions they can make by sorting the class fractions by topping choice.