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 of pizza that was made by a female, 2/8 or that was made by my buddy. Note:
Students should have already had some lessons about simplification of fractions

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
partners favorite pizza topping.)
 Ask students if they have ever ordered a pizza with 2 toppings on it, for example,
half cheese and half peperoni.

Explain to students that this is math and fractions!

Write on the board:

o peperoni + 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 and 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.

o Pizza that boys made x/8

o Pizza that girls made x/8

o Pizza that people in my group made x/8

o Etc

o 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.