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Sarah Mullin

Methods of Instruction for

Individuals with Disabilities

Section 4

April 1, 2013

Pizza Pie Fractions

2nd Grade Math:

Standard:

2.1.2.C: Use drawings or models to show the concept of a fraction as part of a whole; use whole

numbers and simple fractions (halves, thirds, and fourths) to represent quantities.

Objective:

1) After given instruction on what fractions are, the student(s) must be able to correctly

identify the numerator and denominator of given pictures and fractions making only two

mistakes in ten problems/questions.

2) After identifying numerators and denominators the student must correctly make fraction

pictures given certain criteria making only two mistakes in ten questions.

-Ask the students by show of hands who likes pizza. After they are raised hands ask them to give

a list of toppings that they like on pizza. Make a list on the board of about 4 or 5 toppings, ex.

Cheese, pepperoni, sausage, peppers etc. Tell the students that today using these things we will

continue to learn fractions and they will be making their own fractions using the pizza ideas.

-Ask the students to think outside of the classroom and what, other than pizza, they would or

could use fractions for? Answers could be something like baking, counting money ex a quarter is

1/4th of a dollar, telling time ex. Half past 2. Measuring distance ex go 1/3rd of the way down the

street and turn right.

Go into Direct Instruction:-Say over the past few days we have been talking about

fractions and ask the students to tell you what a fraction is. Answer given should be something

along the lines of : A fraction is a part of a whole, or a fraction is a piece of a whole.

-Ask by a rise of hands who knows what a numerator and a denominator is in a fraction, allow

them to try to explain what it is, get 2 or 3 childrens answers. Then proceed to next step.

-Write a fraction on the board. ex. 1/4 and lable which is the numerator and which is the

denominator. Make sure you explain why there is a four in the bottom (that is how many makes

Mullin 2

up the total/ whole) and explain why there is a one on top (that is the portion that is being used,

or that is the amount taken away etc).

- Next, explain the different ways a fraction can be read. One fourth or one out of four.

-Now one at a time write some fractions on the board and as you do that have the students read

the fractions to you. Then choose a student to tell you what the fraction means. Ex. If you write

on the board have the student tell you that it is one out of two, or 1 half and have them explain

the parts of the fraction (the numerator and the denominator): There are two sections to the

whole and one section of the whole is being used or taken away.

-Next draw a circle on the board and tell the students that this will be the pizza. Cut it into 4

pieces (Pic 1), ask the students how many pieces make up the whole.

Ask the students if they can help you set up a fraction. Ask them what the

denominator of this picture will be? Answer should be 4.

Write that on the board. Just the line and the 4 under it (Pic 2).

Pic. 1

Pic. 2

-Next ask a student to name one of the toppings that they named

earlier. Draw a picture of that in one of the pieces (Pic. 3), but dont tell them that it is only in

one sections.

-Ask the students how many sections the topping takes up. Ask them what part of

fraction this is. Answer should be 1 section and it is the numerator. Fill in the

fraction that you have already started on the board so you will have written on

the board. Error correction might be needed here: Make sure the students know

the difference between the numerator and denominator if they give you the wrong

answer.

Pic. 3

-Next have the students make a pie by themselves tell them they can divide it into as many parts

as they want then tell them they can fill in as many portions as they want. As the students are

doing this walk around the classroom and observe the students and if you see them writing the

fraction wrong help them with it by explaining the whole and the part of the fraction that they

have drawn.

Once it seems like everyone is done, ask them to share with their buddy (the person sitting beside

them). Once everyone has made their own and shared with their partner ask for volunteers to

share their work with the whole class.

Mullin 3

Error correction might be needed here: make sure the student is saying the fraction correctly

Ex: if they are saying 4 out of 4 make sure you correct them by saying or one whole

because the entire pie to being taken up.

-if they struggle with naming the correct numerator or denominator help them to figure

out the correct way by asking question like how many sections total showing them that is

the denominator and then asking them how many pieces are used/have toppings on it, this

is the numerator.

-Once you have gone over a few of the examples tell them they will be going into groups and

each group will be doing an activity in different centers around the room. (These groups would

have been predetermined from a previous days work with fractions and a paper would be

attached that has the list of the groups of students as well as what tier activity sheet: numbered 1

2 or 3, they will be doing )

-Explain that the students will be working as a group to complete the activity at their center (see

differentiated Instructions below). Then tell them their groups and let the groups get together

and do the activity as a group. As they are doing the activity go from group to group and tell

them what they will be doing and allow them a few minutes to try and then go back and check on

how they are doing. Circulate around the room as they are doing the activity.

Differentiated Instructions:

Tier one:

These students will go to the

center where they are

practicing with examples of

pizza fraction pictures already

drawn for them, there will be

10 fraction pictures drawn for

them on a paper and they just

have to write the correct

fraction to each question.

There are 10 questions total.

Tier Two:

These students go to the center

where they will be given a list

of 10 fractions. They have to

make a pizza picture with the

correct fraction for given.

They also will have to make

sentences out of the fractions.

Ex. If there are two sections

out of three covered they will

have to Write There are a

total of Three sections to the

pizza and Two of them have

(insert topping) on it.

Tier Three:

These students will have to

come up with 10 fractions on

their own. They will need to

provide the actually fraction

along with a picture, just like

the activity done during direct

instruction. They may also use

something other than a pizza

as the example. They can use

a glass of liquid, or shapes

other than a circle. Along with

writing the sentences that go

with whatever they come up

with.

-Once the students have completed their assigned activity have them hand in their papers as well

as have them all go back to their desks. (By this time it should be close to the end of the time

period for this class.)

Closure:

-Review with the students what you did today. Say how we used pizza and toppings to explain

fractions, and make examples of fractions. Say we talked about fractions and how they have a

numerator and a denominator, and how the numerator explains part of a whole.

Mullin 4

Formative assessment:

In order to determine whether or not the objective was met: draw a picture on the board of a

pie with the predetermined fraction on 3/5ths (Pic 4), *just draw the picture do not write 3/5s on

the board*. Tell the students to on a piece of paper to write what a fraction is, what the fraction

of your picture is, along with labeling which number is the denominator and which is the

numerator. Then tell them to hand their paper in.

Pic 4

Reflection:

- Was the objective met?

- If the lesson was repeated what would I do again, what would I change?

- What is the direction for the next lesson?

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