# Fun Fraction Pizza

Kathryn Gregory
Multiple Subject Teacher

Students will create a “pizza” from construction paper divided into 8 slices. They will decorate each slice and then exchange slices with classmates and then evaluate the fractions of slices that they have at the end. For example, 1/8 slices of my own pizza, 4/8 or ½ of pizza that was made by a female, 2/8 or ¼ that was made by my buddy.  Note: Students should have already had some lessons about simplification of fractions.

## Length of Time: About 45 Minutes

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### Common Core Alignment

CCSS.MATH.CONTENT.3.NF.A.3.B - Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.A - Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

## Objectives & Outcomes

The learners will evaluate and compare equivalent fractions. The learners will use a visual representation to demonstrate the tangible meaning of fractions.

## Materials Needed

• 2 copies of a circle divided into 8 pieces (Attached below)
• Markers or crayons
• Scissors
• Pencil
• Glue

## Procedure

### Opening to Lesson

• Begin by playing hang-man, or a similar word game, with the word “PIZZA.”
• Once students have guessed the word, the teacher will ask how many students love pizza.
• Engage the students in a think-pair-share with their favorite toppings of pizza. (First give students 30 seconds-1 minute to think about their favorite pizza topping, then let them tell a partner, then call on students to share their or their partner’s favorite pizza topping.)
• Ask students if they have ever ordered a pizza with 2 toppings on it, for example, half cheese and half pepperoni.
• Explain to students that this is math and fractions!
• Write on the board:
• ½ pepperoni + ½ cheese equals 2/2 which equals 1 whole pizza.

### Body of Lesson

#### Body of Lesson

• Hand out 1 copy of the circle worksheet.
• Instruct students to draw the most delicious pizza that they can imagine. Tell them that they can do ½ and ½ or make each slice the same, or make each slice different.
• Once they have finished their pizza, ask them to write their name on each slice of pizza.
• Have students carefully cut out each slice of pizza and carefully place them on their desk.
• Have a helper collect all of the paper scraps and recycle them.
• Hand out the 2nd copy of the circle worksheet.
• Instruct students to choose 1 of their slices of pizza and glue it to their paper inside the circle.
• Tell students to get out a blank sheet of lined paper and write “Fun Fraction Pizza” on the top. In the first line, have students write “pizza I made = 1/8.” Model this on the board.
• Now tell students to find a buddy student and trade 2 pieces of pizza.
• When students have exchanged these slices, have them come back to their seat and write, “Pizza my buddy made = 2/8”
• Now tell students to exchange 1 piece of pizza with a girl.
• Next, tell students to exchange one piece of pizza with a boy.
• Now tell students to exchange the remaining 3 pizzas with whomever they would like (or if you have any other classifications in your classroom, such as groups, you can also tell them to exchange with another group member, etc…)
• Once students have exchanged all of their slices tell them to go back to their seats and glue all of the pizza nicely to their paper.

#### Guided Practice

• Model on the board the rest of the worksheet.
• Pizza that boys made x/8
• Pizza that girls made x/8
• Pizza that people in my group made x/8
• Etc…
• Pizza slices in total 8/8
• Once the students have completed all of the categories out of 8 slices, ask them if they know how to simplify any of the fractions.
• Guide students to simplify the fractions by dividing by 2 and/or by 4, and the whole pizza, 8/8 is equal to 1 whole.

#### Independent Practice

• Teacher will give students a basic fraction simplification worksheet such as the example attached. This will be used as an assessment.

### Closing

Hold a class discussion. Ask students to relay what they learned. Ask them how they can use this at home. (For example, when they order pizza). Ask students if there are any other kinds of foods that this could work with (cake, pie, torta, quesadillas, etc…).

## Assessment & Evaluation

Students will independently complete the worksheet simplifying and naming fractions based on a visual.

## Modification & Differentiation

No accommodations should be necessary for English Language Leaners, teachers should model on the board and use visuals as recommended during the lesson. Special Needs students could color and trade half of the pizza slices and complete the activity based on fourths.

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