Prior to beginning the lesson: (1) Photocopy the Problem of the Day onto transparency paper for the overhead projector; (2) Cut out and laminate Vocabulary Cards for display in the classroom; (3) Photocopy Pizza Cut-Out Sheets (1 per student).
Group Size: Whole class

Learning Objectives:
Students will be able to:

  • Explain the concept of 1/2.
  • Explain the concept of whole.
  • Demonstrate 1/2.
Problem of the Day (see attachment), Pizza Cut-Out Sheet (see attachment), Vocabulary Cards (see attachment), crayons, scissors, overhead projector
Lesson Introduction: Display Problem of the Day on overhead projector. Ask students: What strategy should we use to solve this problem? Guide them towards draw a picture. Solve the problem together as a class. Students can copy problem and solution into math notebooks.

  1. Ask students: How did Isaiah and Brandon solve their problem? Possible answers: they shared; they cut the pizza into pieces. Make sure students understand the pieces were equal.
  2. Explain: Isaiah started out with a whole pizza. Display vocabulary card whole on the board. Explain whole.
  3. Next, explain: He divided his pizza into parts. Display vocabulary card part on the board. Explain part.
  4. Next display vocabulary card fraction on the board. Explain: A fraction is when you have parts of a whole. Isaiah ate part of the pizza so he ate a fraction of it. Brandon ate part of the pizza so he also ate a fraction of the pizza. Does anybody know what fraction of the pizza he ate? Elicit response onehalf. Display vocabulary card 1/2 on the board.
  5. Ask students: How many parts were there total? Explain: That is how we get the two for the bottom of the fraction one-half. Then ask: How many parts did Isaiah eat? Explain: That is how we get the one for top of the fraction one-half.
  6. Tell students: Now you are each going to get your own pizza to share. Distribute Pizza Cut-Out Sheet. Students should color their pizza, cut it out, cut it into two equal parts, and label each part one-half.
Modifications: For students with special needs, provide one-on-one assistance with dividing pizza in half. Student can give teacher oral directions and teacher can do cutting and writing if necessary.
Teacher should monitor independent student work and provide one-on-one assistance as necessary.
Benchmark or Standards:
National Council of Teachers of Mathematics (NCTM) Number and Operations Standard:

  • Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.
National Council of Teachers of Mathematics (NCTM) Process Standard:

  • Build new mathematical knowledge through problem solving.
  • Recognize and apply mathematics in contexts outside of mathematics.
Attached Files:

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