Teacher:  Paul Roberts

School:  Carroll Jr. High School

Title:  How Many Slices?
 
Subject: Mathematics

Grade Level:  5 - 7

Overview:
Students will find and use problem solving to answer questions of a real life situation.

Approximate Duration: 1 - 2 class periods

Content Standards:
Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.
Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

Benchmarks:
N-4-M
demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply and divide) and their relationships to each other; (1,2)
N-6-M
constructing, using, and explaining procedures to compute and estimate with rational numbers employing mental math strategies; (1,2,3,4)
P-4-M
demonstrating the pervasive use of patterns, relations, and functions in other strands and in real-life situations. (1,4,5)

Educational Technology Standards:
Demonstrate the operations of a computer (e.g., touch-keyboarding skills, save, organize and back-up files) and other peripheral devices (scanner, digital and video cameras, VCR, laser disc player) at an intermediate level.
Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.

Objectives:
1. The learner will add, subtract, multiply, divide whole numbers.
2. The learner will predict the most number of slices of a pizza.
3. The learners will graph the data.
4. The learner will determine the pattern and function used.

Technology Tools and Materials:
Hardware:  Computer
Software:  Microsoft Word, Microsoft Excel

Background Information:
The learner should have a basic working knowledge of the computer and Microsoft Word/Excel.

Lesson Procedures:
1. Students will be asked to predict the most number of slices.
2. Students will construct a chart using their predictions, given the number of lines to be cut into the pizza.
3. Students will review and orally discuss patterns used.
4. Students will reflect on the question: How can the most possible slices of pizza be determined, in journals.

Assessment Procedures:
Rubric

Feedback: If you are not the author but used this lesson plan, please send your comments to the author.