1
Lesson Plan
Identifying Fractions
Age group:
Online resources: Pizza Toppings
Math
Teacher Students Practice
Opening presents practice Worksheet Closing
6 10 12 15 4
min min min min min
Maths Objectives
Experience real-world examples of fractions
Practice identifying fractional portions
Learn multiplication of a unit fraction by a whole number
Develop a model for fractions
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Opening | 6 min
Display the following:
Have the students work in pairs. Ask them the following questions: Which diagram shows
shaded? How do you know?
After the students have talked to their partners, share.
Ask: Which diagram shows shaded?
The third diagram shows shaded.
Ask: How do you know?
All the pieces are the same size. There are four total pieces. One piece is shaded. So one
out of four is shaded. We write that as the fraction .
Ask: What portion is shaded in the first diagram? How do you know?
In the first diagram, is shaded because one piece is shaded out of the total five.
Ask: What portion is shaded in the fourth diagram? How do you know?
In the fourth diagram, (or ) is shaded because there are two shaded pieces out of a
total of four pieces.
Ask: One piece out of four pieces is shaded in the second diagram. Why is it incorrect to
say that is shaded?
The pieces are not equal in size.
Say: It is difficult to tell exactly how much is shaded in the second diagram. What is a
reasonable estimate for the fraction that represents the shaded portion in the second
diagram? How do you know?
A reasonable estimate would be . We can imagine that 10 pieces the size of the shaded
portion would fit inside the whole rectangle.
Teacher presents Math game: | 10 min
Present Matific’s episode to the class, using the projector.
The goal of the episode is to state what fraction of a pizza is covered with toppings.
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Example:
Say: The episode is asking what fraction of the pizza is covered with topping. What do we
need to know to answer this question?
We need to know how many total pieces the pizza is cut into and how many pieces are
covered with a topping.
Ask: How many total pieces is the pizza cut into?
Students can answer based on the episode.
Ask: How many pieces are covered with a topping?
Students can answer based on the episode.
Ask: How do we use this information to make a fraction?
The total number of pieces is the denominator. The number of covered pieces is the
numerator.
Ask: What fraction of the pizza is covered with topping?
Enter the answer the students offer by clicking on the .
If the answer is correct, the episode will display a multiplication problem related to the problem.
If the answer is incorrect, the question will wiggle.
Read the multiplication problem to the students.
Click on the to proceed to the next question.
The episode will present a total of six questions.
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Students practice Math game: | 12 min
Have the students play on their personal devices. Circulate, answering questions as
necessary.
Math Practice: Identifying Fractions Worksheet | 15 min
Say: This episode displayed multiplication problems after we answered each question. For
example, it might display the equation . What does that equation mean?
That equation means that the pizza is divided into nine equal slices. Each slice is of the
pizza. Five slices have toppings. So five multiplied by (the size of each slice) is equal to ,
the portion of the pizza with toppings.
Enlarge and distribute the following design:
Ask the students to color the handout to create a mathematical design. On the back, for each
color they use, they should write down what fraction of the design is that color. For example,
if they color two of the small triangles yellow and five red, then of the design is yellow, and
of the design is red.
If there is time, students could color more than one of the above designs, or they could create
their own geometric design.
Collect designs, to display later.
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5
Closing | 4 min
Ask: What does the fraction mean?
It means that an object has been cut into nine equal pieces, and we want one of them.
Ask: What does the fraction mean?
It means that an object has been cut into nine equal pieces, and we want two of them.
Ask: How does the fraction compare to the fraction ?
Two ninths is twice as big as .
Ask: What does the fraction mean?
It means that an object has been cut into eight equal pieces, and we want one of them.
Ask: How does the fraction compare to the fraction ? How do you know?
One eighth is larger than . Let’s say we have two pizzas that are equal in size. One of them
is cut into eight slices, and one is cut into nine slices. Each has toppings on only one slice.
Since the pizza with eight slices has fewer slices, each slice is larger. So is larger than .
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