Anda di halaman 1dari 4

Mullin 1

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.

Introduction/ Lesson Elements:


-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?