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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.
• ### Transcript

• 1. Pizza Fractions IP&T 287 Practicum Project Angela Mineer
• 2. Learning Objective:
• Standard 1: â€¨ 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 â€śpizzaâ€ť, 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:
• come up to the board
• 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 pizzaâ€™s were so big up on the board, that
• the students couldnâ€™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?
• 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 theâ€¨
• 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.