| Activity Outcome | Dividing a circle into fractional parts. (Area) Using numbers and pictures to solve a problem. |
| MTS Set | 1
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| NSW Curriculum | NS1 Whole Numbers |
| Topics | Understand Whole Numbers
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| Keywords | Represent numbers, Number Sense, Fractions, Count |
| Grouping | Whole group and Independent |
| Resources | Scissors. Photocopy the pizza template onto A3 paper for children to colour and cut out. |
| Lesson Notes | - Students colour the circle in Activity 005A and then cut it out.
- Discuss the problem with the class: Can you draw lines on your pizza to show how to cut it into 4 equal pieces? If we cut the pizza into 4 parts how many people can have a piece each? Will each person eat the same amount of pizza? How can we be sure? What does '4 equal pieces' mean? How could we check that the pieces are equal? ... (Note: Don't allow the students to cut out the 4 pieces at this stage.)
- Students draw lines on their template to show the pizza in 4 equal parts: How are your 4 parts the same? Have we all done it the same way?
- Pose the problem on the activity sheet: How many pizzas like this one would you need to feed your family? How many pieces will each person need? Allow for short class discussion about the problem. (Note: Most students will consider having several pizzas and dividing them into 4 parts and giving each family member several pieces each - allow for strategy variations.)
- Give students plenty of time and space to work on this problem independently while allowing for the cross-pollination of ideas in their groups. Teacher to observe from a distance only. Students may ask for extra pizza templates.
- Bring students together to share ideas and solutions during the lesson (once or twice at least). Provide opportunity for students to ask each other questions: How many people are in your family? Did you make 3 pizzas? How many pieces will your dad eat? Will there be any pieces left over? What can we do with left over pieces? How can we store them safely?...
- Students continue to work independently to solve the problem. Provide the opportunity for students to start again if they see a way to improve their solution.
- Students display their pizza pieces in sets for each family member.
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| Reflections | Students use Activity 005A as a record showing how they solved the 2 problems. Ask: What was our first problem? Did you find a way to solve the problem? Draw lines on the circle to show me how you cut the pizza. How many pizza pieces will your family need? (Children draw pizzas or use numbers to record on the activity sheet)
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| Integration Links | Health: Making a healthy pizza. What ingredients could we use in a pizza? How can we safely store left over pieces?...
English: Pizza names.
Mathematics: What does a small, medium, large pizza look like? How are they the same? How are they different?
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| Internet Links | There are plenty of pizza recipe sites on the internet.
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| Answers | Not applicable |
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