Ready, Set, Teach Lesson Plan Format

Date of
Lesson:

3-24-15

Teache
r:

Miss Haylee

Grade
Level:

First

Subjec
t:

Math Fractions

Title of
Lesson:

Cooking up pizza fractions!

Standards:
TEK #
1.1C

Knowledge
Mathematical process
standards. The student uses
mathematical processes to
acquire and demonstrate
mathematical understanding.
The Student is expected to:

Skill:
1.1.C select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and
techniques, including mental math,
estimation, and number sense as
appropriate, to solve problems

1.1B

Mathematical process
standards. The student uses
mathematical processes to
acquire and demonstrate
mathematical understanding.
The Student is expected to:

1.1.B use a problem-solving model that

incorporates analyzing given information,
formulating a plan or strategy,
determining a solution, justifying the
solution, and evaluating the problemsolving process and the reasonableness of
the solution;

1.6.H identify examples and non-examples

1.6H
The student applies
mathematical process
standards to analyze attributes
of two-dimensional solids to
develop generalizations about
their properties.

We will

of halves and fourths.

learn how to work with fractions using pizza

I will

make a foldable on fractions and make pizzas using fractions

Student Objectives:
1. The Students and I will work together on a smartboard lesson. This lesson asks
them to come up to the board and create a pizza with different fractions of toppings
on the pizza.
2. The students will then create a foldable of fractions. The students will have to cut
on the lines and label each fraction of the foldable.
3. The students will then prepare felt pizza by following orders placed on the
smartboard.

Materials:
Teacher:

We Will/ I Will Statements Printed

Smartboard Lesson:

Smartboard

Computer

Download of Pizza lesson

Foldable:

Bring printed out foldables

Modeling
Scissors
Pen/Pencil
Projector
Pizza:
Felt Crust
Felt Sauce
Cheese(Yarn)
Felt Toppings
Mushrooms
Pepperoni
Baggies to hold Toppings
Pizza Boxes (22)
Chef Hats for students
Order sheets
Projector for Modeling
Printed out final order tickets for students
Hot glue ( to glue down felt)

Anticipatory Set:

Students:
Foldable:
Pencil
Scissors
Pizza:
Glue
Pencil
Chef Hat

I will walk into the class holding 22 pizza

boxes. The students love talking about

Time

5 min

pizza and will wonder why I am carrying in

so many boxes.

Allotted:

Instructional
Strategy/Modeli
ng:

The students and I will work together on

the smartboard lesson to figure out our
fractions of the pizza.

Time
Allotted:

7 min

Questions:

Who likes pepperoni on their pizza?

Blooms
Level:

Rememberi
ng
Applying

Who likes mushrooms on their pizza?

How would we order a pizza if we both
want two different toppings? - Could we
order it with fractions
If it was fair, what fraction of the pizza
would be mushrooms?
Group 1

Group 2

In the foldable group one

will work with fractions up
to with one fraction
labeled on each section.

Group two will work with

fractions up to with no
fractions labeled.

Group 3
Group three will work
with fractions up to
with no labels.

Guided Practice:

I will walk students through making

fractions with pizza toppings. I will also
walk through the flipbook with the
students.

Time
Allotted:

10 min

Questions:

The name of my restaurant is called half

off pizza, what would that mean?

Blooms
Level

Applying

If pizza cost 4 dollars does anyone know

how much it will cost at my restaurant?

Applying
Evaluating

What is bigger or

Check for
Understanding:

I will have the students turn to their

elbow buddy and tell them something
they learned about fractions.

Time
Allotted:

2 min

Questions:

Who can come show me of my pizza?

Blooms
Level:

Understan
ding

If I got of the pizza and my friend got

who would have more pizza?

Independent
Practice:

Students will be doing two Independent

Practices:

Evaluating

Time
Allotted:

15 min

1. Students will create a foldable, cut on a

dotted line on each flip and then label the
fraction on each flip.
2. Students will get their own pizza box with
toppings in it. On the board, I will put up a
order ticket with

Closure:

At the end of the lesson I will bring the

kids back to the floor and I will review the
fractions we talked about. I bet nobody
ever thought about food being a big part
of math! I will have them tell their
neighbors something they learned about
fractions.

Time
Allotted:

2 min

Questions:

Can somebody tell me what they learned

today?

Blooms
Level:

Rememberi
ng

Can someone tell me another food they

could use fractions with?

Creating