ALEX Lesson Plan


Fraction Fun

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  This lesson provided by:  
Author:Carla Richardson
System: Jasper City
School: Memorial Park Elementary School
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 26151


Fraction Fun


The students will participate in a hands-on lesson about dividing a whole object into parts. They will also practice simple addition.

This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: K-2
7 ) Use digital tools to access and retrieve information.

Examples: online libraries, multimedia dictionaries, search engines, directories

•  Evaluating accuracy of digital content
Example: determining fact versus opinion

MA2015 (2015)
Grade: 1
21 ) Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1-G3]

English Language Arts
ELA2015 (2015)
Grade: 1
32 ) Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]

Local/National Standards:


Number and Operations: Representing, comparing, and ordering whole numbers and joining and separating sets
Children use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set, creating a set with a given number of objects, comparing and ordering sets or numerals by using both cardinal and ordinal meanings, and modeling simple joining and separating situations with objects. They choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the number in a small set, counting and producing sets of given sizes, counting the number in combined sets, and counting backward.

Primary Learning Objective(s):

Students will learn and apply the concept of dividing a whole object into parts. Student's will demonstrate simple addition by adding toppings to the pizza.

Additional Learning Objective(s):

The students may take play dough and practice dividing into halves, thirds, and fourths. The students may also make a list of food items that could be divided into halves, thirds, and fourths.

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Give Me Half by Stuart J. Murphy, paper plates, glue, markers, scissors, construction paper for pizza toppings

Technology Resources Needed:

Computer, presentation software, word processing software, LCD projector


Be sure that computer has presentation and word processing software!

  1. Explain that today, we are going to be learning about fractions.
  2. Use attachment in word processor to construct a KWL about fractions with students. (Use LCD projector if available.)
  3. Show "Pizza Fraction" presentation from attachments, be sure to talk and discuss each slide with students.
  4. Explain to students that a fractionis a way to count part of something. Have them think about everyday fractions: have they ever had an apple, orange, a slice of pizza, or a whole pizza pie? Give an example: if you're counting 1 slice of pizza in a pie made up of 2 slices, the fraction is 1/2.
  5. Read Give Me Half. Before reading ask student's to predict what the book might be about. During reading, stop and discuss book to check for comprehension.
  6. After reading the book, tell the student's they are going to work in groups to make their own pizza fractions.
  7. Organize students into diverse small groups. Give each group small paper plates. Together, cut the pies so that one is made up of 2 halves.
  8. Have students continue working in assigned small groups to make their own pizzas using thirds and fourths. To practice simple addition and subtraction, have students cut out “toppings” from construction paper. Suggest making pepperoni, sausage, cheese, mushrooms, etc. Explain that each topping has a value of 1.
  9.  Have students add and subtract toppings to each slice before gluing them down. (Examples: As a group tell the students to add 5 toppings to their pizza. Now tell the students to take 2 of their toppings away. Ask the students how many toppings are left.) 
  10. Hang the pizza fractions in your classroom to reinforce the lesson!

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Assessment Strategies

Show the "Fraction Fun" presentation for assessments. You may choose to use the Class Notes recording sheet to make anecdotal notes about the students understanding and use those notes to guide your instructional planning.


(This website allows for students to choose level. It expands from shapes to fractions to lines of symmetry.)

The students need a set of pattern blocks. (Only the yellow hexagons, red trapezoids, blue rhombuses, and green triangles are needed. The students do not use the orange triangle or the tan rhombus for this lesson.) If the students are seated at tables, one complete set of pattern blocks should serve an entire group. The most common regions studied at the elementary grade levels are the rectangle and circle. The "region" represents the "whole," and parts of the region are all congruent. The students should be exposed to a variety of shapes and not limited to the rectangle and circle. It is important that the students work with a variety of regions so that they do not think of the region as only "pieces of a pie." For this reason, pattern blocks are an appropriate tool for work with the region model. Have students work in pairs to explore relationships among the four shapes. The Questions for Students at the end of this lesson facilitate the exploration and help students focus on the mathematical concepts of these lessons.

The students should use pattern blocks to answer the questions. If overhead pattern blocks (for use on overhead projectors) are available, the two pattern blocks being compared can be displayed on the overhead projector.

If you prefer, give printed copies of the Region Relationships 1 activity sheet to all students. An overhead transparency of this worksheet can be made for use with the entire class. You may want to color a transparent overhead of the pattern block shapes with a permanent marker to create overhead pattern blocks to use for demonstration purposes.

The students might notice that there is one blue rhombus and one green triangle in one red trapezoid. This discovery could lead to a rich discussion of equivalency. If the students do not discover this relationship on their own, guide them in seeing this relationship. For example, you could ask, "Is there a way to represent the red trapezoid using blue and green pattern blocks?" The students should state that they could construct the trapezoid with one green triangle and one blue rhombus. You could then ask, "Could we cover the red trapezoid using only one color?" The students should indicate that the red trapezoid could be covered with three green triangles. And you could also ask, "What does this tell us about the relationship between the blue rhombus and the green triangle?" The students should state that there are two green triangles in one blue rhombus. The students may continue discovering other such relationships using two or more pattern blocks and exchanging them for one pattern block.

Have the students record as many fraction relationships as possible. You may choose to have them record the relationships in a math journal to which they may refer later. Each pair should record relationships on chart paper to share with the whole class. As each pair shares, have the students add to their journal any relationships that they may have missed.

As the students work to understand fraction relationships using the region model, it is appropriate to work with concepts on a continuum from concrete to abstract. This first exposes the students to a concrete representation of the region model through work with pattern blocks. As the students move toward more abstract work, it is appropriate to introduce semi‑concrete representations. Having the students record fraction relationships pictorially gives them the opportunity to be exposed to such a model.


Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.