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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.

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Pizza Fraction Math

  1. 1. Pizza Fractions IP&T 287 Practicum Project Angela Mineer
  2. 2. Learning Objective: <ul><li>Standard 1: 
 Students will acquire number sense </li></ul><ul><li>with whole numbers and fractions and </li></ul><ul><li>perform operations with whole numbers. </li></ul><ul><ul><li>Objective 2 Use unit fractions to identify parts of </li></ul></ul><ul><li>the whole and parts of a set. </li></ul><ul><ul><li>c. Divide sets of objects into two, three, or </li></ul></ul><ul><li>four parts of equal number of objects an </li></ul><ul><li>identify the parts as halves, thirds, or fourths. </li></ul>
  3. 3. How I Used Technology: <ul><li>My classroom had a promethean board. </li></ul><ul><li>So, I created a power point presentation. </li></ul><ul><li>On each slide I had a “pizza”, and some </li></ul><ul><li>directions regarding what the students needed </li></ul><ul><li>to do. </li></ul><ul><li>The first couple of slides had the students </li></ul><ul><li>divide the pizza into equal fractional parts. </li></ul><ul><li>The next couple of slides had the students color </li></ul><ul><li>The designated fraction of the pizza. </li></ul>
  4. 4. This is the Promethean Board that I used for my lesson: <ul><li>I had the students </li></ul><ul><li>come up to the board </li></ul><ul><li>and follow the directions </li></ul><ul><li>for the pizza. </li></ul><ul><li>Meanwhile, the students </li></ul><ul><li>sitting at their desks </li></ul><ul><li>had a page with the same </li></ul><ul><li>slides and could follow </li></ul><ul><li>along at their desks. </li></ul>
  5. 5. Divide the pizza into thirds.
  6. 6. Divide the pizza in half.
  7. 7. Divide the pizza into fourths.
  8. 8. Divide the pizza into sixths
  9. 9. Divide the pizza into eighths.
  10. 10. Color in one-half of the pizza.
  11. 11. Color in one-third of the pizza.
  12. 12. Color in two-thirds of the pizza.
  13. 13. Color in one-fourth of the pizza.
  14. 14. Color in two-fourths of the pizza.
  15. 15. Reflection: <ul><li>The lesson went well. I could have explained better </li></ul><ul><li>what I expected the students sitting at their desks </li></ul><ul><li>were supposed to be doing. </li></ul><ul><li>Also, the pizza’s were so big up on the board, that </li></ul><ul><li>the students couldn’t reach the top of the board. </li></ul><ul><li>this made it difficult for them to draw in the fractions. </li></ul><ul><li>One of the students came up with the idea to use the </li></ul><ul><li>white to color in the pizza, which made it look like it </li></ul><ul><li>was being eaten, the students liked that. </li></ul>
  16. 16. Student Use of Technology : <ul><li>WHO is using the technology? Is the technology </li></ul><ul><li>being used to promote ACTIVE or PASSIVE learning? </li></ul><ul><ul><li>I used choice sticks to randomly choose </li></ul></ul><ul><ul><li>students to come up to the board. </li></ul></ul><ul><ul><li>They used the pen that came with </li></ul></ul><ul><ul><li>the promethean board to actively </li></ul></ul><ul><ul><li>learn about fractions. The students </li></ul></ul><ul><ul><li>that were at their desks had a worksheet </li></ul></ul><ul><ul><li>that they used to follow along. </li></ul></ul>
  17. 17. Technology Use is Essential : <ul><li>Is technology an add-on to the real learning activity? </li></ul><ul><li>Is technology added as a convenience or solely </li></ul><ul><li>as a motivational factor? </li></ul><ul><li>I had already reviewed fractions, and how to </li></ul><ul><li>identify different fractions. </li></ul><ul><li>This made it easy and convenient to transition to the </li></ul><ul><li>pizza fraction activity. </li></ul>
  18. 18. Focus on Learning Task : <ul><li>How does the technology focus the learning in the subject area? </li></ul><ul><li>Is technology being used as a tool to help achieve the learning task? </li></ul><ul><li>How much time will it take for the students to learn to use the
 </li></ul><ul><li>technology as compared to the benefit from using the technology tool? </li></ul><ul><li>The technology was used as as a tool to help the students </li></ul><ul><li>focus on learning about fractions. </li></ul><ul><li>It was easier for the students to come up the to board and </li></ul><ul><li>be able to see what they were learning about as opposed to me </li></ul><ul><li>just teaching them about fractions and having them just do </li></ul><ul><li>a worksheet. </li></ul>
  19. 19. Added Value : <ul><li>Would it be easier to do without technology?
 </li></ul><ul><li>What is the added value to the learning process by using technology? </li></ul><ul><li>What was the teacher able to do because she/he had the technology </li></ul><ul><li>that wouldn’ t have been possible without the technology? </li></ul><ul><li>It was definitely easier for me having the power point ready </li></ul><ul><li>for the students to use. </li></ul><ul><li>It added an interactive edge to the activity. </li></ul><ul><li>It allowed me to keep the classes attention, because they </li></ul><ul><li>wanted to come up to the board. </li></ul>