Juliano 1

Lesson Plan
A Fraction of a Pizza

Summary

1. Subject(s): Mathematics
2. Grade/Level: 4th Grade
3. Suggested Group Size: Whole Group
4. Standard: “Number and Operations—Fractions3 4.NF

A. Extend understanding of fraction equivalence and ordering.

1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.”

(Retrieved on 17 November 2021 by

doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_Support/Neva
da_Academic_Standards/Math_Documents/nvcassmathstandards4.pdf)

5. Objective(s): Students will be able to identify, explain, and create equivalent fractions with
visual representation using a circle or a square.
5. Time Allotment: 40 Minutes

Implementation

Learning Context

Procedure

a. Anticipatory Set
a. The teacher will begin a discussion about different pizzas, touching on
characteristics of pizza such as shapes, sizes, and number of slices. This part
should include student participation to get them excited.
b. Direct Instruction
a. After the discussion, the teacher will draw a circle where the class can see it (such
as on a white board, elmo, smartboard, etc.). The teacher will divide the circle into

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4 equal sections. The teacher will shade 2 of the 4 sections. The teacher will
explain the facts: there are 4 total sections, 2 out of the 4 sections are shaded, 2
out of 4 sections shaded is 2/4 in fraction form, 2/4 is equal to one half or 1/2 in
fraction form.
c. Guided Practice
a. The teacher will draw another, larger circle in an area near the first circle. The
teacher will divide the circle into 5 equal sections. The teacher will shade in 3 out
of the 5 sections. The teacher will ask the class what the fraction would be if 3 of 5
sections are shaded. Once given the answer of 3/5,the teacher will ask if 3 and 5
have any common factors. Once given the answer of no, the teacher will ask the
students for the final fraction for the circle, being 3/5.
b. The teacher will draw a square in an area near the first and second circle. The
teacher will divide the square into 4 equal sections. The teacher will shade 2 of
the 4 sections. The teacher will ask the class what the fraction would be if 2 out of
4 sections are shaded. The goal at this stage is for the students to conclude that
the square divided into 4 equal sections has the same fractions as the circle
divided into 4 equal sections (1/4, 2/4, 3/4, 4/4). Once given the answer of 2/4, the
teacher will ask the class for the simplified fraction, being 1/2.
e. Independent Practice (Activity)
a. The teacher will pass out one piece of 9 by 12 inch tan construction paper and
one pair of scissors to each student. The students will be given instructions to cut
a circle or square using the scissors and tan construction paper to create their
pizza crust. Then, the students will divide their pizza into 6 to 14 slices of their
pizza. The students will decorate their slices with their favorite toppings. Once
they have drawn their toppings, the students will select 2 or more than one or 2 or
less slices than their total number of slices to shade with the black marker. The
shaded slices represent the eaten slices. Then, the students will determine and
write the fraction of their pizza that has been eaten. Then, they will write the
simplified fraction of the pizza that has been eaten, if applicable.
b. During the independent practice, the teacher will walk around the class to choose
3 students with different fractions to present in the closing. 2 of the 3 students
chosen should have different starting fractions, but the same simplified fraction
(such as 2/6 and 3/9, which both simplify to 1/3).
f. Closing
a. The teacher will call the class to attention. The teacher will ask the 3 chosen
students, one at a time, to present their pizza and fraction eaten with a short
explanation of how they determined the fraction and simplified fraction, if

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applicable. After the students present, the teacher will point out the 2 students
who had different starting fractions but the same simplified fractions. This is to
highlight equivalent fractions that come from different starting numbers.

Materials & Resources

a. One 9 by 12 inch piece of tan construction paper per student

b. One pair of scissors per student
c. One box of colored pencils per student
d. One black marker per student

Assessment

The teacher will provide a three question exit ticket as a formative assessment. Question one will
show a square divided into 8 equal sections with 4 of the 8 sections shaded, representing a 4/8 or
1
/2 fraction. Question two will show a circle divided into 14 equal sections with 7 of the 14 sections
shaded, representing a 7/14 or 1/2 fraction. The purpose of questions one and two is to see if
students can apply the in-person examples to larger numbers, and then connect the two
equivalent fractions. The third and final question will be a short, explanatory response. The
question will ask students if they feel like they understand fractions better using the pizza
exercise or if they did not and why. The combination of these three questions will support better
instruction, if need be.