Student will be able to identify the parts in use.

This time you are dining with some friends. Judy only eats cheese (gray), Kevin likes pineapple
(brown), Laura enjoys mushrooms (black), and Jeff eats pepperoni (green). All the pizzas are
small, but cut into different sized pieces (see illustration below). They all ate the same amount of
pizza. How many slices of pizza did each person eat? Use the fraction tile website to help size up
the piece.

• Judy’s whole pizza was cut into ___ equal pieces, and she will need to eat ___ slices.
• Kevin’s whole pizza was cut into ___ equal pieces, and she will need to eat ___ slices.
• Laura’s whole pizza was cut into ___ equal pieces, and she will need to eat ___ slices.
• Jeff’s whole pizza was cut into ___ equal pieces, and she will need to eat ___ slices.

Why do you think they had to eat different amounts, when they started off with the same size
pizza?

A fraction is an equal part of a whole. The whole has to be split into equal pieces in order to be
fair.

Students will be able to identify at least one other equivalent fraction.

Using the circle fraction pieces (pink and blue) create another pair of equivalent fractions.
Challenge: Using the colors of your choice, create another equivalent pair of fractions.

The numerator is the number of equal pieces needed

The denominator is the number of equal pieces in the whole.

Students will figure out ways to get two wholes cut into the same size pieces.

If one whole is cut into 3 pieces and another whole is split into 4 equal pieces, we cannot compare them
until all the pieces are the same size. Suggest some ways we can make all the pieces the same size. Use
the illustration to help.