Pizza Fractions Project

This is a project for students to do at home. The purpose of this project is for students to make real world connections with fractions.

Also available in Google Slides for your Google Classroom - CLICK HERE

- Students are to create a pizza. (examples included)

- The toppings should represent the different fractions.

- I gave my students about 2 weeks to complete.

- Includes letter explaining the project to parents, examples and rubric are also included.

This product also includes:

• 21 pizza toppings in color.
• 1 pizza in color.
• 18 pizza toppings in black and white.
• 1 pizza in black and white.

The book "Pizza Pizzazz" was read before introducing this project.

I ordered my pizza boxes from here. 50 - 8 inch boxes for $20.80 - https://www.papermart.com/white-unprinted-pizza-boxes/id=16777?searchitemnumber=8522014

* It's also available in Spanish. (Visit the store)

TEKS:

3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;

3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;

3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;

3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

3.3G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

3.3H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.