1. The teacher will launch the investigation by asking, "WHO LIKES PIZZA?" "Who always tries to pick their piece first so that they get the biggest piece?" "Why are their different sized pieces in the pizza box?" Responses will vary, the point is to spawn excitement for student engagment.

2. The teacher will lead a discussion on angles found in pizza. "Based on what you know about angles, what measurement is a Pizza?" Ideal response "360 degrees." The teacher may ask, "What are some equal angles you can make in 360 degrees?" Ideal response, "four 90 degree angles, ten 36 degree angles, etc."

3. The teacher will transition to the activity explaining that each group will be getting one half of a pizza. However, each group will be a different size. (Groups will vary depending on size, I recommend not going over 5 students per group and no less than 3.)

4. The teacher will inform the students that some groups will have 3 people, 4 people, or 5 people. The teacher will proceed to draw names to put students in appropriate groups (drawing names makes the activity as fair as possible).

5. Once in groups students will complete the activity. Students may not get their actual pizza until they can decide how much each person can get.

6. As students are engaged in the investigative activity, the teacher will act as facilitator and coach by asking questions that drive instruction. How do you know each person gets that angle? How did you do ______?

7. Once the activity is completed, the students will present their finding (and of course enjoy their portion of pizza). As they are presenting the teacher will ask questions to spawn thinking as need be. Who was in the best group? Why is it better to be in a group with less people?