Lesson Plan : Anyone for Pizza?
Teacher Name: | Patricia Dodge |
Grade: | Grade 6 |
Subject: | Math |
Topic: | Understanding fraction relationships. |
Content: | The students will practice multiplication and division. They will need to know the terms: Numerator, Denominator, equivalent, greater than, less than, and equal to <+>. They will need to know how to find least common multiples. The teacher will explain how fractions are a part of many things in the world around us. She will further explain that understanding fractions will help them in other core subject areas. The teacher will provide some examples of how we use fractions everyday. |
Goals: | The students will be able to correctly match and identify equivalent fractions. The students will also be able to add fractions with the same denominator. This activity will give the students an opportunity to learn about fractions using a familiar and well liked medium (pizza). This information will be one of the building blocks of fraction knowledge and further lessons. |
Objectives: | When given 10 pairs of fractions, the students will be able to show the relationships of those fractions by using: < = >. The students will be able to add fractions with like denominators by only adding the numerators, leaving the denominators the same. The students will be able to find the least common multiple of two numbers. |
Materials: | Fraction Pizza game, a white board, and the students will be using a computer website: S.O.SMATHematics, and some multiplication/division flashcards |
Introduction: | Warm-up. The teacher will use large print multiplication and division cards to practice their facts. The teacher will be in front of the whiteboard and will have the names of the students on it. When she shows the card, the first one to put his hand up and give the correct answer, will get a check by his name. The teacher will keep track of the student's scores. After 10 minutes of warm-up the teacher will show the students the fraction game. The teacher will pick up the two, half pieces of pizza and put them together to make a whole one. She will explain that fractions are pieces of things. She will describe what the numerator and denominator is. The teacher will take one of the halves away, and show the students that she took 1 out of 2 pieces away. |
Development: | The teacher will take two 1/2 slices, and build a whole pizza. Then, she will place other size fraction slices faceup over the whole pizza to create another whole pizza. The teacher and students will read the fraction that describes each slice. |
Practice: | The 4 students will participate in a game of pizza fractions. The object of the game is to be the first player to make a whole pizza using any combination of toppings. The students will place all of the pizza slices in piles sorted by size with the fraction numerals facedown. The students must take turns spinning. When they spin a fraction, they must identify the piece that matches the fraction. Then, they should look on the bottom to see the numerals. If they are correct, they place the pizza piece in front of them with the numbers face up, and begin building their pizza. If they are incorrect, they must put the pizza back. |
Accommodations: | |
Checking For Understanding: | The teacher will demonstrate and explain what the signs:< = > mean. She will use pieces of pizza to show what the relative sizes. The students will practice and ask questions. Then, they will have a short assessment which will consist of 10 pairs of fractions. The students must place a < = > correctly between the two fractions in each pair. |
Closure: | After a short movement break of 5- 10 minutes, the students will each go to a computer and go to: S.O.SMATHematics, and practice matching equivalent fractions, and adding fractions with like denominators. |
Evaluation: | The teacher will create an assessment that will include matching equivalent fractions,and adding fractions with like denominators. The teacher will also use the anecdotal information she recorded from the fraction game and multiplication warmup. |
Teacher Reflections: |
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