Simplifying+Fractions

 **The Great Pizza Dilemma** A Problem-Based Lesson for //6th grade math// Designed by Gary Berger, Kamalene Nelson and Karen Macks



 __Task__ Your first place soccer team just won the regional tournament and your coach wants to take the whole team out to, you guessed it, PIZZA. So you head over to Pizza Hut and order 8 large delicious pizzas. Just your luck... Pizza Hut is short staff that night afternoon and you will have to cut your own pizzas. Shawn's mom cuts four pizza's into 12 slices, Shasha's dad cuts two pizzas into 8 slices, and Sam's grandfather cuts two pizzas into 6 slices each. You all look at the pizza's and suddenly realize there is a problem! The slices are all different sizes! How will you guarantee that each person gets the exact same amount of pizza? What can you do to fix this problem? Hurry, the pizza's are getting cold and you are starving! __ Standards __ __**Arizona K-12 Content Standard**__
 * Concept 1: Number Sense
 *  Strand 1: Number Sense and Operations.
 * Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems.
 * PO 4 Determine the equivalency between and among fractions, decimals, and percents in contextual situations.

 __**ISTE Standard** __
 * __ 21st Century Standard __ **
 * Life and Career Skills
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">Social and Cross Cultural
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">Work effectively in diverse teams
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">Standard 1: Creativity and Innovation

<span style="font-family: Arial,Helvetica,sans-serif;">__ Procedure __

Ask clarification and probing questions as students use inquiry model to solve exploration activities. || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> || Make sure to define equivalent fractions. || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> 6. SMART Board Document camera || NLVM.com <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">__Assessment__ [|Self Scoring Rubric]
 * ~ Student Directions ||~ Teacher Notes ||~ Technology Use ||
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">1. View on-line tutorials || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">1. [|on-line tutorial] site. || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">1. Computers ||
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">2. Complete question sheet on tutorials || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">2. Circulate through room to ensure students are on correct site and understand questions || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">2. Computers ||
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">3. Students organize into diverse learning groups and review etiquette for group work || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">3. Assign learning groups with diverse cultures, language, and learning abilities || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> ||
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">4. In diverse learning groups, students complete exploration activity sheet using manipulatives || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> 4. Distribute manipulatives (fractions bars, pattern blocks, fraction pieces, and pizza fraction pieces, Cuisinaire Rods) and activity sheets. Ask clarification and probing questions as students use inquiry model to solve exploration activities. || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> ||
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">5. Regroup as whole class where students report finding from exploration activity || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">5. Distribute manipulatives (fractions bars, pattern blocks, fraction pieces, and pizza fraction pieces, Cuisinaire Rods) and activity sheets.
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">6. As a whole class, students report findings from exploration activity using document camera. || 6. Facilitate discussion by giving guideline questions groups must respond to.
 * <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">7. Regroup into diverse learning groups and complete practice worksheets on finding equivalent fraction using manipulatives of choice || 7. Before students break into groups, model worksheet completion using SMART Board and the Virtual Manipulatives website || <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;"> 7. SMART Board
 * 8. Come together as a class and report findings. || 8. Facilitate and support, but let groups report. Make sure how they came up with their answers is addressed. || 8. SMART Board, Document Camera, laptop ||
 * 9. Students get back into learning groups and solve the problem at hand using anything they desire to show their results. || 9. Facilitate and provide resources. Make sure students know that they have a multitude of choices for presentation. || 9. SMART Board, Document Camera, laptop, video camera, digital camera ||

__Materials__ phschool.com NLVM.com <span style="font-family: Tahoma,Geneva,sans-serif;">(fractions bars, pattern blocks, fraction pieces, and pizza fraction pieces, Cuisinaire Rods) SMART Board, Document Camera, laptop, video camera, digital camera poster board, coloring tools, glue, glitter and other classroom art supplies as needed worksheets rubric