## Who dares to teach must never cease to learn. ~ John Cotton Dana

### Three Act Math Movies- Sharing Pizza

Concept- Fractions

Three Act Math Video Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 3- N3.4 Demonstrate understanding of fractions concretely, pictorially, physically, and orally including:

• representing
• observing and describing situations
• comparing
• relating to quantity.

[C, CN, R]

Indicators:
a) Identify and observe situations relevant to self, family, or community in which fractional quantities would be measured or used and explain what the fraction quantifies.

d) Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

i) Demonstrate how a fraction can represent a different amount if a different size of whole, group, region, or length is used.

k) Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

Grade 4- N4.6 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to:

• name and record fractions for the parts of a whole or a set
• compare and order fractions
• model and explain that for different wholes, two identical fractions may not represent the same quantity
• provide examples of where fractions are used.

[C, CN, PS, R, V]

Indicators
a) Represent a fraction using concrete materials.

b) Represent a fraction based on a symbolically concrete representation (e.g., circles for cookies).

c) Name and record the fraction for the included and not included parts of a set.

e) Represent a fraction pictorially by indicating parts of a given set.

f) Represent a fraction pictorially by indicating parts of a whole.

g) Provide an example of a fraction that represents part of a set, a fraction that represents part of a whole, or a fraction that represents part of a length from everyday contexts.

Grade 5- N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representations to:

• create sets of equivalent fractions
• compare fractions with like and unlike denominators.

[C, CN, PS, R, V]

Indicators:

a) Create concrete, pictorial, or physical models of equivalent fractions and explain why the fractions are equivalent.

b) Model and explain how equivalent fractions represent the same quantity

c) Verify whether or not two given fractions are equivalent using concrete materials, pictorial representations, or symbolic manipulation.

i) Determine equivalent fractions for a fraction found in a situation relevant to self, family, or community.

## Act One- The Problem- Video

Two children are ready to eat but unsure how to cut the pizza so that they can enjoy equal amounts.

The key questions that the video will inspire are:

• How can we cut the pizza?
• How many pieces can we make?
• What are the fractions equivalent to ½? (Grade 5)

## Act Two- Classroom Connections

Key questions that the video will inspire are:

• How can we cut the pizza?
• How many pieces can we make?
• What are the fractions equivalent to ½? (Grade 5)

## Act Three- A Possible Solution

Here is one potential way the pizza can be divided to ensure that both children get the same amount and that the size of the pieces is reasonable.

## Sequel-Extending the Learning

• Three people- Video

• The pizza already cut  for two people and the third person shows up.- Video

• A different shape of pizza (rectangle)

## Teachers’ Guide

Sharing Pizza

### Three Act Math Video- Movie Line

Concepts Time and Logical Reasoning

Three Act Math Movies Video Design by Jennifer Brokofsky and Ryan Banow

## Possible Curriculum Connections

Grade 3- SS3.1 Demonstrate understanding of the passage of time including:

• relating common activities to standard and non-standard units
• describing relationships between units
• solving situational questions.

[C, CN, PS, R]

Indicator

a. Observe and describe activities relevant to self, family, and community that would involve the measurement of time.

Grade 4- SS4.1 Demonstrate an understanding of time by:

• reading and recording time using digital and analog clocks (including 24 hour clocks)
• reading and recording calendar dates in a variety of formats.

[C, CN, V]

Indicator

a. Express the time orally shown on a 12-hour digital clock.

Grade 5- N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers.

[C, CN,ME, PS, R, V]

Indicator

h. Pose a problem which requires the multiplication of 2-digit numbers and explain the strategies used to multiply the numbers.

## Act One- The Problem- Video

A man is waiting in line to buy tickets to a movie. The movie is about to start.

Key question:

• Will he get his tickets before the movie starts?

## Act Two- Classroom Connections

Key questions that the video will inspire are:

• Will he get his tickets before the movie starts?

What might the students need to acquire as they work to solve this problem?

• Time it takes for one person to purchase tickets- 51 seconds
• Number of people in the line in front of the man at 5:11- 6

## Act Three- The Solution- Video

The man gets to the front of the line after the movie has already started.

## Sequels-Extending the Learning

• What if one person buys tickets for multiple people in the line?
• What time should have the man have arrived at the theatre in order to make it into the movie before it starts?

Movie Line