Pizza Fraction Math
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Pizza Fraction Math

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I created a powerpoint to help teach my class about fractions. I also used pizza to help get this point across.

I created a powerpoint to help teach my class about fractions. I also used pizza to help get this point across.

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  • I have never been so excited to use a Power Point presentation in a lesson.

Pizza Fraction Math Presentation Transcript

  • 1. Pizza Fractions IP&T 287 Practicum Project Angela Mineer
  • 2. Learning Objective:
    • Standard 1: 
 Students will acquire number sense
    • with whole numbers and fractions and
    • perform operations with whole numbers.
      • Objective 2 Use unit fractions to identify parts of
    • the whole and parts of a set.
      • c. Divide sets of objects into two, three, or
    • four parts of equal number of objects an
    • identify the parts as halves, thirds, or fourths.
  • 3. How I Used Technology:
    • My classroom had a promethean board.
    • So, I created a power point presentation.
    • On each slide I had a “pizza”, and some
    • directions regarding what the students needed
    • to do.
    • The first couple of slides had the students
    • divide the pizza into equal fractional parts.
    • The next couple of slides had the students color
    • The designated fraction of the pizza.
  • 4. This is the Promethean Board that I used for my lesson:
    • I had the students
    • come up to the board
    • and follow the directions
    • for the pizza.
    • Meanwhile, the students
    • sitting at their desks
    • had a page with the same
    • slides and could follow
    • along at their desks.
  • 5. Divide the pizza into thirds.
  • 6. Divide the pizza in half.
  • 7. Divide the pizza into fourths.
  • 8. Divide the pizza into sixths
  • 9. Divide the pizza into eighths.
  • 10. Color in one-half of the pizza.
  • 11. Color in one-third of the pizza.
  • 12. Color in two-thirds of the pizza.
  • 13. Color in one-fourth of the pizza.
  • 14. Color in two-fourths of the pizza.
  • 15. Reflection:
    • The lesson went well. I could have explained better
    • what I expected the students sitting at their desks
    • were supposed to be doing.
    • Also, the pizza’s were so big up on the board, that
    • the students couldn’t reach the top of the board.
    • this made it difficult for them to draw in the fractions.
    • One of the students came up with the idea to use the
    • white to color in the pizza, which made it look like it
    • was being eaten, the students liked that.
  • 16. Student Use of Technology :
    • WHO is using the technology? Is the technology
    • being used to promote ACTIVE or PASSIVE learning?
      • I used choice sticks to randomly choose
      • students to come up to the board.
      • They used the pen that came with
      • the promethean board to actively
      • learn about fractions. The students
      • that were at their desks had a worksheet
      • that they used to follow along.
  • 17. Technology Use is Essential :
    • Is technology an add-on to the real learning activity?
    • Is technology added as a convenience or solely
    • as a motivational factor?
    • I had already reviewed fractions, and how to
    • identify different fractions.
    • This made it easy and convenient to transition to the
    • pizza fraction activity.
  • 18. Focus on Learning Task :
    • How does the technology focus the learning in the subject area?
    • Is technology being used as a tool to help achieve the learning task?
    • How much time will it take for the students to learn to use the

    • technology as compared to the benefit from using the technology tool?
    • The technology was used as as a tool to help the students
    • focus on learning about fractions.
    • It was easier for the students to come up the to board and
    • be able to see what they were learning about as opposed to me
    • just teaching them about fractions and having them just do
    • a worksheet.
  • 19. Added Value :
    • Would it be easier to do without technology?

    • What is the added value to the learning process by using technology?
    • What was the teacher able to do because she/he had the technology
    • that wouldn’ t have been possible without the technology?
    • It was definitely easier for me having the power point ready
    • for the students to use.
    • It added an interactive edge to the activity.
    • It allowed me to keep the classes attention, because they
    • wanted to come up to the board.