Subject Area Lessons

## #3446. Giggle, Giggle, Quack Pizza Fractions

Mathematics, level: Elementary
Posted Sun Apr 3 17:44:28 PDT 2005 by Michelle Anthony (michelleanthony6@yahoo.com).
Concepts Taught: Repeated addition, fractions, multiplication

Giggle, Giggle, Quack
By Doreen Cronin

Objective: This activity will introduce students to multiplication through a repeated addition activity with pizza.

Applicable TEKS: (6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:
(A) generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels;
(B) identify patterns in a list of related number pairs based on a real-life situation and extend the list; and
(C) identify, describe, and extend patterns to make predictions and solve problems.
(4) Number, operation, and quantitative reasoning. The student models multiplication and division. The student is expected to:
(A) model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and
(2) Number, operation, and quantitative reasoning. The student uses fraction words to name parts of whole objects or sets of objects. The student is expected to:
(A) name fractional parts of a whole object (not to exceed twelfths) when given a concrete representation; and
(B) name fractional parts of a set of objects (not to exceed twelfths) when given a concrete representation.

Strategy and procedure: Read story. Discuss how math can be used in every day situations and helps us determine things we need to know, like how many pizzas we need to feed our class. Talk about the seven empty pizza boxes in the story, Giggle, Giggle, Quack and how many slices were in each pizza. Have students add the number of slices for all seven pizzas (repeated addition method/8 slices per pizza). Then have them work in small groups of two to determine how many pizzas we would need to order for our class if each person ate 2 slices. Provide snap cube manipulatives for counting and grouping (8 cubes=1 pizza). Have students write on a note card with each grouping how many students that "pizza" will feed (4). Have them continue this process, with guidance, until they have grouped enough pizzas together to feed the class. Get empty pizza boxes from a local restaurant and make laminated paper pizza slices to put in the boxes. Visually help the students check their deskwork by showing them how many slices the class would eat.

Materials: snap cubes, note cards, pencils, laminated pizza slices, donated pizza boxes, and book Giggle, Giggle, Quack

Focus: Familiarizing students with repeated addition and preparing them for multiplication with a hands on/real life situation.

Closure: Review the process we went through to learn how many pizzas our class would need. Discuss why Bob chose to order seven boxes of pizza in the story. Emphasize the repeated addition method and how important the use of math is in our lives. If students budgets allow, have each student bring \$2 for a pizza party! 