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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.
  • 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.