Fraction Pie

Materials:
Variety of colored paper squares
Scissors for every student
Glue
White piece of paper (8.5 x 11)
Tape
Circle Stencil for each student (Two different sizes. Half of the class will receive each
circle)
Time:
1 hour
Student Objective
Fraction relationships to the whole and adding fractions together.
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and
number sense of fractions to estimate mentally and assess the reasonableness of
answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing
that 3/7 < 1/2.
Schema Activation
With a partner put the fractions listed on the board in order from smallest to largest.
Discuss why you placed them in the order that you did. (, , , etc.)
Now if we look at these three different circles, list how you would order whole-small
half-medium - large. What made you order these fractions in this way, what was
important to consider in ordering them in this way. (Considering what the whole is,
this is important to consider what the relationship is between the three fractions.)
Largest to smallest
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Focus
Fraction KeyHave a poster with a whole, half, quarter, eighth, and sixteenth already cut out and
pasted on it with no labeling. Ask the students to give the names to all of the
fractions on the pictures. Compare the sixteenths to the eighths and the eighths to
the fourths in order for students to visually recognize that 2 of one fit in the size one
step larger.

Then demonstrate how to fold and cut a circle in order to get the size fractions
represented on the poster.

Activity
Students will be asked to use their creativity and the fractions of a circle to create
an image of an object, a person, an animal or a scene. Show an example of what
the students will be asked to make for reference (shown below). Students will each
be given a circle stencil and asked to use their stencil to create their picture to
emphasis the importance of unit size in mathematics. Be sure to ask the students to
label each piece they use in their picture with the correct fraction of the circle.
Questions students asked:
How would we make a background?
How do I make (insert object, ex. heart) using only pieces of a circle?
Can we use other shapes in our picture/can we use a different size circle?
How do I make a (insert fraction)?
I dont know what to make.
Reflection
Questions asked by teacher:
What fraction pieces did you use in your picture?
What was the hardest part of this project?
How many full circles did you use in your project?
If you made the same picture with a different sized circle would they use the
same amount of circles?