Emily Venuti 19

Pizzas of the Whole 4th Grade Fraction Activity

Undesirable Behavior Targeted: In my 4th grade class, students exhibit off task behavior during our math lesson such as:
-Using electronic devices
-Sleeping
-Talking during lessons
-Not prepared for activities
-Working on other assignments
-Out of seat (unless otherwise specified)
Desirable Behavior Targeted: On task:
-Other work put away
-Actively listening
-Eyes on speaker
-Take notes (when appropriate)

-Low voice level

-Hands/feet/body to yourself
-Complete work

Types of Positive Reinforcements Reinforced when & how:

1. Immediate R+: When students are demonstrating desirable behavior during the will receive a paper slice of pizza to add
to the class bulletin board pizza.
2. Ongoing R+: Students will be able to view the class bulletin board pizza and see how many slices they need to
complete the pizza. There will be 20 small pieces to fill in and it should take no less than 2 weeks.
3. Overall R+: When the bulletin board pizza is complete, I will bring real pizza slices to class for the students to use
during our fraction activity and to eat after.
4. I will administer immediate R+ by asking the student to add pizza slices to whole pizza when desirable behavior is
demonstrated by student(s) during math activity. I will administer ongoing R+ by allowing students to easily view their
progress on the bulletin board throughout the day.
Interactive Learning Activity: The TEKS we will be addressing during this activity is 4.3e- represent and solve addition
and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and
properties of operations. I will implement a pizza fraction activity in which the students are required to complete addition
and subtraction fraction operations using paper pizza slices to represent the value of the fraction. Throughout the lesson
the students will be working towards filling a bulletin board pizza with slices of good behavior that they will receive
and then place on the board when they exhibit on task behavior during the lesson. Once the bulletin board pizza has been
filled, the students will get to use their own real pizza slices to participate in a pizza themed fraction activity and to enjoy
for their great work and awesome behavior. The fraction activity will consist of each student using their own slices of
pizza to complete fraction addition and subtraction problems. The slices will be small enough to make a small whole pizza
for each student. After each operation is completed the students will get to add a different type of topping until their pizza
is full.
How I will teach the desired behaviors: On the first day of our fraction lesson I will present the bulletin board and the
desired behaviors. I will then model each desired behavior for my students and then ask that they model them back for me
to check for their understanding.
How I will teach the plan: At the beginning of the lesson I will present and model the desired behavior that is expected
during this activity. I will ask the class to show me what each behavior listed on the board looks like. I will continue to ask
the class to show me what to do in the kitchen (what we will be referring to our class as while we work with pizza slices
and fractions) at the start of the lesson each day for the first week and then at the beginning of each week only for the
remainder of the lesson.
Other options: If I were to implement this plan across class periods in a high school setting I would adjust the bulletin
board from one whole class pizza to individual class pizzas. Then whichever class period completes their pizza first will
have their pizza themed fraction activity first and then second and so on. In this way whole classes will be encouraged to
do their best to be the first to do the activity. If I were to extend the original plan for another behavior I would obviously
change the expectations, but still keep the same idea of completing the pizza either by student or by whole class periods.