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