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Bentonweek 3 Lesson
Bentonweek 3 Lesson
Write up a task plan addressing the following. Check with Dr. de Araujo about your task before
finalizing. It should be an open middle type task (there is one solution but many ways to get at it)
or an open ended task (many solutions many ways). You can adapt something from the internet,
it could be an investigation, a number of related problems, or one really good problem. This must
be a challenging yet accessible problem.
Task (as shown to students, include any diagrams if applicable). Students will solve equal
sharing word problems and they will arrange them on a number line.
Original Problems:
2/8: You bought a pepperoni pizza today. The chef cut it into 8 equal slices. If you are sharing
fairly among 4 people, how much of the pizza will each person get?
1/4: You have a pizza to share evenly between you and 3 friends. With a total of 4 people
sharing, how much of the pizza will one person get?
2/4: You are having a sleepover tonight and your mom says that you may invite your best friend.
You all will have pizza for dinner and a big bottle of pepsi to go with it. Your mom then pours an
even amount of the pepsi into 4 cups. What fraction of the big bottle of pepsi is two cups?
*If the student responds in 1/2 or 2/4 try to get them to realize they are equivalent
fractions. Can ask- How many cups make a half? Or- 2 cups can also be called?
7/8: You have a pepperoni pizza that is cut into 8 pieces. All of the pieces are the same size.
Johnny dropped a slice on the floor by accident. How much of the pizza is left?
Extension Problems:
1/3: Your mom has just made a pan pizza for you and your two friends to share. The pizza has
been cut into three equal pieces. What fraction of pizza could you and your friends each eat?
8/8: You and seven of your friends go out for pizza. The waiter accidentally brings 8 pizzas each
cut into 8 equal slices. How many slices can each person get?
*How many slices make a whole pizza?
1/16: Your mom bought a pizza from Papa Johns that is cut into 16 pieces. If the pizza is cut into
16 equal size pieces, what would be the size of one piece of pizza
1 1/2: There are 2 groups of friends at a pizza restaurant. If there are 3 pizzas to share evenly
among 2 groups, how much pizza will each group get?
Task Learning Goals
Students should develop an understanding of fractions as numbers
CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator
by reasoning about their size. Recognize that comparisons are valid only
when the two fractions refer to the same whole
Students should extend their knowledge and understanding of fraction
equivalencies and ordering
CSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or numerators, or
by comparing to a benchmark fraction such as 1/2
Learning how to fair share.
Students should understand that a fair share means everyone gets exactly
the same amount, the pieces for each person are the same size in area.
Students will be able to use problem solving skills to solve word problems.
Students will be able to make sense of a problem and persevere in solving
it.
Students have a strategy to to share their thinking and solutions
Student is able to create, display, explain, and justify answer.
Students are able to consider numerators and denominators when determining
which fraction is larger or perhaps equivalent.
Students are able to properly use benchmarks when ordering fractions.
Rationale for Choosing Task
We wanted to get students thinking about comparing fractions.
We wanted to incorporate fair sharing word problems to help increase their
problem solving skills.
Then we wanted them to be able to work together as a team to foster debate and
math discussion among peers.
We wanted to formatively assess the students' fraction comparison skills.
Materials Needed
Word Problem Cards
Paper
Pencils
Masking Tape
Post-It Notes
Laminated pizzas
Dry Erase Markers