Jasmine Ayten 1st Grade Demo Lesson: Math

Lesson Desired Outcome

Recognizing fractional parts of a whole (1/2 & 1/4)

Standard:
2.NS.4.2 Recognize fractions of a whole and parts of a group(e.g., of a pie)

Objective: explore and investigate as many different ways that Evidence of Learning
(informal and formal assessment) they can to create a completed whole (pizza) from the fractional parts. (pizza slices) Students will represent fraction equivalents on worksheet provided. Observation of student progress Circle factions (whole, half, and quarter) Pizza box with fraction pizzas and toppings Pizza worksheet Open the lesson with a question: What is a fraction? Where have you seen them? What do they look like?(Think-pair-share) Respond to statements and clarify. A fraction is part of a whole we can see lots of fractions every day, especially with foods pizza, pies, apples, quesadillas Introduce 3 circles: Lets pretend that this circle is a big cookie. If I had this cookie for myself, how much of it would be mine? (think-pair-share) -Whole (place circle on board and write the word whole next to it) Now I have a new cookie. If I wanted to share this with my friend, what should I do?(think-pair-share) -Cut it in half Place circle pieces on board and explain concept of the number value for half (1/2) I have one last cookie; I want to share it with 4 friends. What should I do? (think-pair share) -Cut it into 4 pieces Place cookie pieces on board. Ask student if they think they might know what the fraction looks like for the 4 pieces. clarify responses. How do I make a whole cookie out of these 3 pieces?show

Materials Needed Opening Lesson

Introduction and Modeled/Guided practice

Independent Practice

Closing

Follow Up Lesson

and 2 pieces. Introduce the objective of todays lesson: Today we will be chefs making whole pizzas using factions. 1. Have students get into rows on the carpet. 2. Show students all the materials they will have in their pizza kit. (pizza pieces, toppings, glue, and directions) 3. Model how to follow printed directions. 4. Ask a student for help in completing the pizza. 5. Show what not to do 6. Tell students they need to deliver their pizza to the front of the classroom when done (and wait quietly for groups to finish). 7. Before having students go back to their seats ask students clarifying questions: What will you do when I say 1.2.3 eyes on me? What do you do when your group is done with their pizza? 1. I will review each groups pizza and congratulate those who have a complete order. 2. I will explain the independent worksheet and pass it out reviewing examples. 3. I will walk around the room and help students as needed. Bring students back to the carpet. (bring papers with them) What did you discover? Explain how you made your pizzas Tell students the math talk that you heard while walking around the room and anything else that you noticed. Refer back to the objective and decide as a class if they met the objective or not. End with a class cheer congratulating them for meeting the objective and doing a great job! I would use this lesson as an introduction to fractions beyond . This activity can be used a center activity to reinforce concepts learned as a whole class. Other objects could be used to discuss the concepts of braking things into fractionsrectangles etc. This lesson could be expanded using the concept of baking and measurement. Students could make their own pizza dough measuring ingredients and topping their pizzas according to fractionspizzas could then be baked in the school oven.