## Reflection: Developing a Conceptual Understanding My Personal Pizza - Section 3: Closure

Using the fraction squares and circles really helped the students complete the activity.  They could not have done it without having the fraction squares and circles as references.  I expected it to be difficult because in previous lessons, the students started out having a difficult time dividing the whole into equal pieces.  As I walked around to monitor, I noticed that the students used the 1 whole plastic fraction piece as the reference.  As they selected fraction pieces to build their 1 whole, I noticed that most students laid out all of the pieces on top of the 1 whole before they began to cut out the pieces.  However, I noticed that 1 student would select a fraction, then cut it out.  This student did this without building the whole pizza first.  This student had a difficult time completing the pizza because as this student went on, he found it difficult to find a piece that would fit perfectly.  I sat with the student to ask questions that helped the student compare the sizes of the pieces.  For instance, this student needed a piece smaller than 1/3 to complete his pizza.  I asked, "Should you piece be larger than 1/3 or smaller than 1/3?"  This got the student to thinking about the size of the fraction.  We have already learned in class that the bigger the denominator, the smaller the piece.  This led the student to find a smaller fraction that could complete the pizza.

I think that activities like this are enjoyable for the students, while at the same time, providing them  with new perspective on a skill.

Fraction Squares and Circles
Developing a Conceptual Understanding: Fraction Squares and Circles

# My Personal Pizza

Unit 1: Fractions
Lesson 9 of 22

## Big Idea: Different fractions can be used to make up a whole.

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Standards:
Subject(s):
Math, fractions (Graphing), modeling, Number Sense and Operations, Fractions, manipulatives, fraction circles, comparing fractions
50 minutes

### Rose Monroe

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