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: Materials: Problem of the Day
(see attachment), Pizza Cut-Out Sheet
(see attachment), Vocabulary Cards
(see attachment), crayons, scissors, overhead projector Procedures:
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.
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.
Explain: Isaiah started out with a whole pizza. Display vocabulary card whole on the board. Explain whole.
Next, explain: He divided his pizza into parts. Display vocabulary card part on the board. Explain part.
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.
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.
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. Assessment:
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:
National Council of Teachers of Mathematics (NCTM) Process Standard: Attached Files: