This is an example of how you could show the students the different types of way to divide a pizza. I would take circles and cut them up into even pieces: specifically 1 piece, 2 pieces, 3 pieces, 4 pieces, 5 pieces, 6 pieces, 8 pieces, and 10 pieces. I would label what each piece represented in terms of a whole pizza. Then the students could compare the different size pieces, for example they might notice that 2 fourths is the same as 1 half.
The students could then talk about using the pieces to look at physically what it looks like to add and subtract fractions.
There are also games that involve fractions as well as pizza:
http://www.softschools.com/math/fractions/games/
This game has the students placing a designated amount of pizza on different plates. At first it seems to be a useless game because it has students do this like put ⅓ of a pizza on one place and ⅔ of a pizza on the other. However, I liked it when I was given a pizza cut in 6 pieces and I had to put ½ on one plate and ⅓ on another plate. Still, this game is not the best for students in terms of fun, I think that I would use the idea in my classroom instead of the actual game. You could have students make their own "pizzas" and call out a fraction and have the students try and make it with their pizza slices.
This game has the students placing a designated amount of pizza on different plates. At first it seems to be a useless game because it has students do this like put ⅓ of a pizza on one place and ⅔ of a pizza on the other. However, I liked it when I was given a pizza cut in 6 pieces and I had to put ½ on one plate and ⅓ on another plate. Still, this game is not the best for students in terms of fun, I think that I would use the idea in my classroom instead of the actual game. You could have students make their own "pizzas" and call out a fraction and have the students try and make it with their pizza slices.
http://mrnussbaum.com/tonyfraction/
I liked this game more than the last, it requires students to pick the right size pizza and then top it with the correct amount of the specified toppings. I think that this would be a fun game for the students to play because you are only given a certain amount of time and you have to see how many pizzas you can make correctly. I think that it would be interesting if there were toppings that over lapped on some slices. I would be interested in both how to create a game like that as well as how the students would react to that type of question.
I liked this game more than the last, it requires students to pick the right size pizza and then top it with the correct amount of the specified toppings. I think that this would be a fun game for the students to play because you are only given a certain amount of time and you have to see how many pizzas you can make correctly. I think that it would be interesting if there were toppings that over lapped on some slices. I would be interested in both how to create a game like that as well as how the students would react to that type of question.
http://www.primarygames.com/fractions/start.htm
This game gives the students a pizza cut into slices in which some of the pieces are missing and asks them how much is left. I think that it is a little simple for students, I would like to see how they would do if the pizzas were not cut. They would have to simply estimate how much they thought was left. This way they get to chose the fraction increments and explain why they chose what they did. Again this is something that a teacher could incorporate into their classroom without the actual game. You could use it as a quick warm up or do a few and discuss how the students answers compare as a class.
Then to challenge the students perhaps you could do something like this:
If the circle started out as a full circle, how much of it is left?
I think that a better game that could be developed to work in this situation would be perhaps be something that involves a restaurant and trying to help costumers. The students could deb in charge of either making sure they get the correct amount of pizza or making sure they there is the right amount of toppings on the pizza (that reminds me of the challenging pizza question you had on one of our activities).
This game gives the students a pizza cut into slices in which some of the pieces are missing and asks them how much is left. I think that it is a little simple for students, I would like to see how they would do if the pizzas were not cut. They would have to simply estimate how much they thought was left. This way they get to chose the fraction increments and explain why they chose what they did. Again this is something that a teacher could incorporate into their classroom without the actual game. You could use it as a quick warm up or do a few and discuss how the students answers compare as a class.
This is an example of what I mean, you would ask the students how much they thought was left of the original full circle.
Then to challenge the students perhaps you could do something like this:
I think that a better game that could be developed to work in this situation would be perhaps be something that involves a restaurant and trying to help costumers. The students could deb in charge of either making sure they get the correct amount of pizza or making sure they there is the right amount of toppings on the pizza (that reminds me of the challenging pizza question you had on one of our activities).
Actual pizzas would really interest the students and therefore might also be able to be used, although that would be expensive.
Tiny comment: you can make your links actual links.
ReplyDeleteThese games don't have much play to them, but I can see how they fit your theme. What would a real game with these ideas look like?
To be an exemplar:
complete - you want to show a little more time invested. Maybe a description of each game or a minireview
coherent/consolidated - what's your essential point? That you can hit again in a concluding paragraph. Sometimes we use a what? so what? or now what? framework for summarizing.
clear, content +
Good job! I think it's great to include relatable and real life examples of math concepts, especially for concepts like fractions which have such a daunting connotation. I also like how you included links to games that would make fractions more fun.
ReplyDeleteAmanda,
ReplyDeleteOnce again, you express a unique and valuable perspective to be considered when dealing with a variety of math ed topics, in this case, fractions. I tend to agree with you that fractions are "a necessary evil", but it is always important to not let any of our students be aware of our true [negative] feelings on a topic; because, this will allow them to justify having a negative attitude towards mathematics just due to us. Clearly, this is not what any educator would want. That being said, you make a valid point regarding fractions in contexts, that is using actual pizza (or a similar food that students can and would enjoy eating) to serve as a good way to introduce fractions or springboard a particular unit/lesson.
As for the links you posted, I agree with John, but sometimes, simple and fun goes a long way, especially when dealing with middle school students (and adults!!).