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Authors: Heather Yarborough and Emily Nielsen Title: Fraction Fun with Pizza Grade: 5 Integrated Disciplines: Math NE Standards: 8.1.2 By the end of eighth grade, students will determine equivalences among fractions, decimals, and percents
8.2.1 By the end of eighth grade, students will add, subtract, multiply, and divide decimals and proper, improper, and mixed fractions with uncommon and common denominators with and without the use of technology. Objectives:
Assessment: Students will have a complete pizza in front of them when they finish the game and the fraction slices will add up to make one whole. Teacher will observe game to assure students are correctly trading slices out with their equivalents in order to take the size needed. Provision for Special Needs: Teacher will sit with students and observe to give help when needed. Materials:
Vocabulary:
Procedures: Anticipatory Set: Talk about equivalents with the students. Remind them of the fraction wheels that they made. Ask them how they reduced for the fractions on the number wheels. If they do not remember write them on the board. 2/12=1/6, 3/12=1/4, 4/12=1/3, etc. Let them know that the reduced fraction is equivalent to the original fraction. Then discuss how smaller fractions add up to a bigger fraction and that sometimes those can be reduced. Write them on the board. ¼+1/4=2/4=1/2, ½+1/2=2/2=1, 1/8+1/8=2/8=1/4 etc. Then tell them they are going to practice with equivalents by playing a fraction pizza game. Activities: Take all the pizza slices from the box and sort all slices into individual piles by fraction. Take 8 of the ½ slices and make 4 whole pizzas in the center of the table. Have each student spin the spinner and the highest fraction goes first. When the first person spins the spinner it will land on a fraction. That person then takes a piece of pizza from one of the 4 pizzas in the center containing that fraction on it. If a slice containing that fraction is not in the center yet they must trade out one of the bigger pieces for its equivalent(s). Example: player one spins 1/8, but there are only ½ slices in the center. They would then take the half slice and put it into the pile containing half slice. They would then take pieces from other piles that add up to one half, but one of the slices has to be the 1/8 because that’s what they need. They would probably take 2/8 and a ¼ to make one half. They put those slices in the center to make sure it makes a half then takes one of the 1/8 for them because that’s what they spun. They must also say the math for what they did. Example: 1/8+1/8+1/4=1/2. When they are finished the play continues to the left. At the end of the game the winner would have built a whole pizza with the same topping on each slice. (If there is any confusion, please see directions to game inside the box.) Closure: Allow all students to make a whole pizza as this will give lots of practice with equivalents. When done with game talk about what was difficult and what was easy. What did the students understand and what didn’t they understand. Reflection: The students were really into playing the game, but didn’t want to have to do the math part of it. Mostly they just wanted to take whatever piece they wanted without having to trade out slices for their equivalents. Next time we would have a talk about the importance of practicing this skill so it would make more sense to them. We would tell them that even though it’s a game it is still an opportunity to practice the skill and get good with it. We had a lot of fun and would use this game again as a way to teach equivalencies
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