IN COLLECTION
Introduction:
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.
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.

  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.
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:

  • 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:
    Lesson1Resources.FunwithFractions.pdf 

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