I would like to try my math lesson with third grade.

The combination of innovative instructional

approaches I’d like to do is learning stations and debate which will take about three days.

During the week, students were given examples and had some practice of learning about
combinations of fractions and now they’re ready to start the activities. Half the class would
randomly be chosen to make a pizza or a dessert pizza. I’ll use popsicle sticks to call out their
name and give them a number. Numbers 1-12 are pizza makers. Numbers 13-24 are dessert pizza
makers.

Game plan- arrangement of class on day one of activity is set up into 4 stations with 4 desks put
together. After I explain about what they will do, each station has step by step instructions and
materials already set on the table.
First station materials: (pizza) playdough, plastic rollers, buttons, colored pom-poms (puffy small
balls for crafts), ruler, a round cardboard base, colored construction paper, and pipe cleaners /
(dessert pizza) construction paper/ playdough, skittles, Hershey kisses, twizzlers, lemon drops,
bubble gum, gummy worms, and M&M’s.
Students follow the recipe to make pizza using fractions. They roll out play dough to cover the
cardboard base like red or white for the “sauce”. Then use ruler to make a vertical, horizontal
and diagonal lines to make the pizza triangle cuts to show 8/8. Afterwards, use yellow playdough
or yellow construction paper to represent 8/8 of cheese. Students get to choose their own
toppings for the listed fractions. For example: 1/4 covered in spinach (green pieces of
playdough) 3/4 pepperoni (circles of red construction paper) 1/8 of mushrooms (brown
construction paper) 1/4 covered in olives (black buttons) 2/8 of tomatoes (red pom-poms).
Brown pipe cleaners to put around the base for the crust.

Second station materials: four pizza cardboard boxes, markers, glitter, glue, scissors, pipe
cleaners, pom-poms, craft paint, paintbrushes, cups of water for paint brush/napkins.
Each student would place the pizza in their pizza box. Next, brainstorm to come up with ideas to
think of a title for their pizza box individually or as a group. They use the materials to decorate
anyway they like, and the top of the box must have a name of their pizza place.

Third station materials: iPad, dice, paper and cards in a large plastic popcorn cup with math
problems about fractions.
Instruction is to grab a random card with a math problem and use the paper to write down steps
for their problem. For example: the problem was- roll the dice twice and the numbers was to
make a fraction and show that fraction using their pizza slices by taking a picture with the iPad.
(The pictures will be later given back to them for their records in portfolios.)

Last station materials: colored construction paper, scissors with decorated edges, glitter glue,
stickers, pom-poms.
Students make their own flyer for their pizza to market. Flyer needs a drawing, title of pizza
place, location, days open, phone number to call, the price, and few key words for special deals
like pizza/toppings.

Learning stations approach encourages students to engage in meaningful and memorable

activities because this helps all learners to learn how fractions are put together, pulled apart, and
use adding, subtracting and dividing. Following directions and using hands on materials will help
them see the big picture of steps to solve and represent fractions. Students have different tasks,
and this engages them to become active learners.

Next day, students see the flyers I taped to the wall. They find their flyer and present their work.
For the second half of class, I’d introduce the “debate” strategy. Students work as a team to
prepare for debate. Half the class is divided into four teams. 6 students in each team.
First two teams- their topic is: Is meat pizza better than vegetarian pizza?
Second two teams- their topic: Should dessert pizza be served in the school cafeteria for lunch?
Materials would be handouts that has three columns. First column is position, such as meat pizza
or vegetarian pizza, or writing/ for dessert pizza or against dessert pizza. Second column is
reasoning which they are provided with guiding questions. Last column is evidence such as
support for their reasoning by doing some research online.
Third day, students have prepared, and two teams begin debate for first topic while half the class
is writing positive feedback for each team.

Debate approach encourages students because it’s helping them to work on their own and
together to find research. As they work together this is building teamwork skills. Practicing and
presenting helps them to gain confidence. They develop their communication and listening skills
as they hear other side arguments and respond back with reason. Students learn to take a side and
develop critical thinking and reasoning skills. It’s also memorable because it helps with
increasing information retention and collaborating with one another to state their main points in
the debate.