Math Literature Connection
Fraction Fun
By David Adler, Illustrated by Nancy Tobin
About the book:
The simple definition of a fraction, that it is a part of something, introduces a pizza pie that is divided,
studied, compared, and, of course, eaten. Weighing coins determines how many make one ounce, and
what the fractional value of each coin is. The cartoon-like illustrations are colorful, whimsical, and
humorous; they also make the concepts clear.
Lesson Day 1:
Materials: book Fraction Fun; paper plates or large cardstock circles (3 per student); rulers (to use as a
straightedge); blue, green, and red crayons
Set the Purpose: Students will discover and/or review different fraction models and then use those
models to discuss fraction vocabulary, comparing fractions, and equivalent fractions.
1. Read the book Fraction Fun all the way through pausing to ask questions such as:
 Where have you seen a fraction used in the last week or so?
 What are some things you have used a fraction of today? What fraction of the
container do you think you used?
 How old are you? Are you more or less than half a year past your birthday? Is there
a fraction to express how old you are?
2. Return to the section of the book called Pizza Math in which a hands-on activity with paper
plates is described.
3. Distribute paper plates or cardstock circles to students. Guide students through the activity
using a pencil and ruler to divide the circles neatly into halves, fourths, and eighths, as
described in the book. Color the fractions as described in the book. Discuss the questions
listed on the page facing the dog staring at the three different pizzas. Explain to students
that comparing the size of one half, one fourth, and one eighth means that we are
comparing the fractions based on a common numerator. Also point out that this comparison
is only valid since the comparisons are made based on the same size whole. Use this
information to compare 2 halves, 2 fourths, and 2 eighths. Do the same for other fractions
with common numerators. Ensure that students are reasoning about the size of the
fractional piece rather than simply memorizing that “the smaller the denominator, the bigger
the fraction”.
4. Continue with the next page of the book by shading the third plate (eighths) as described.
This time, discuss the fact that when fractions have a common denominator, comparing the
numerators is a way to determine the order of fractions. Once again, be sure students are
able to verbalize their thinking about the size of the fractions rather than stating a
memorized rule.
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Lesson Day 2:
Materials: book Fraction Fun, graph paper, rulers (to use as a straightedge), crayons, Getting a Fair
Share activity sheet
Set the Purpose: Students will discover and/or review different fraction models and then use those
models to discuss fraction vocabulary, comparing fractions, and equivalent fractions.
1. Revisit Fraction Fun rereading up to the pages discussing equivalent fractions, if desired.
The page begins with the sentence “Sometimes it’s hard to tell…” and has a picture of graph
paper on the facing page.
2. Have students follow the directions in the book to outline three 2 x 4 rectangles. Divide and
shade the rectangles as described then engage students in a discussion about how these
fraction models all show the same amount yet are represented by different, equivalent
fractions. Repeat the activity for four 3 x 6 rectangles. Students will be able to model onethird, two-sixths, three-ninths, and six-eighteenths (see below).
3. Distribute Getting a Fair Share activity sheet and have students work in pairs to complete.
Each response should include a picture/diagram/array to explain the students’ fractional
answers.
Lesson Day 3:
Materials: book Fraction Fun, triangle graph paper, rulers, crayons, Fraction Relationships teacher
guide, pattern blocks (optional) or pattern block cutouts, Fraction Detectives activity sheet
Set the Purpose: Students will discover and/or review different fraction models and then use those
models to discuss fraction vocabulary, comparing fractions, and equivalent fractions. Fractions
related to money will support students as they continue to develop the concept of decimals in
subsequent grades.
1. Revisit Fraction Fun by reviewing the concepts on fractions as they relate to money. Refer to
the page that begins with the sentence “Coins can also teach you about fractions.”
2. Reread this section highlighting the relationship between the coins and the dollar. Since
there are 4 quarters in a dollar, a quarter is ¼ of a dollar, etc.
3. Explain to students that several fraction models exist. We used an area model to show the
pizza fractions and the equivalent fractions. The pieces we used were connected and the
fractions showed that amount of the whole that was covered or shaded. The coins are used
as a discrete or set model. Notice that the coins are not covering a given area but are part of
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a set (the set being one whole)…in this case the number of coins it takes to equal one
dollar.
4. Distribute pattern blocks or pattern block cutouts to the students. They may work in pairs or
small groups to support each other and to be able to share their thinking.
5. Work through one problem at a time in the Fraction Relationships teacher guide, giving
students think time within their small group and time to share possible answers with the
whole group. Notice that the first four questions ask students to find a fractional part when
given the whole. The last 4 questions ask students to find the whole when given a part. This
is generally a more challenging task.
6. Next distribute the Fraction Detectives activity sheet to students. Write the numerals 1-10 on
the chalkboard. Ask a student to select 2 of the numerals at random. Use these 2 numerals
to create a proper fraction. For instance, if the student chooses 7 and 2, the fraction
2
2
becomes . Students write the fraction
in the left column of the Fraction Detectives
7
7
2
activity sheet. Each student then draws and labels a picture to show . The picture may be
7
an area model or a discrete/set model.
7. Repeat the process of selecting two numerals, creating a proper fraction, and drawing a
picture for the other four spaces on the activity sheet.
8. Have students place their completed activity sheet on their desk and have everyone move
from desk to desk (gallery walk) to experience the creative ways each student used to show
the given fractions.
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Getting a Fair Share
For each situation below, draw a picture to show your solution then write your answer on the line.
1.
Based on the story, The Doorbell Rang, when 4 children had to share the 12 cookies, how many
cookies did each child get?
Answer: ____________ cookies
What fraction of the cookies did each child have?
2.
Answer: __________ of the cookies
You and your 2 friends would like to share a small pizza equally. A small pizza has 6 slices. How
many sixths does each of you receive?
Answer: __________
3.
You and a friend are sharing a box of eight crayons equally. What fraction of the crayons will you
get to use?
Answer: ____________
4.
Five friends shared ten pieces of candy equally. Which fraction of the candy did each friend
receive? Circle the correct answer(s) and draw a picture to prove your thinking.
1
4
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1
5
2
3
2
10
1
3
5
10
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Fraction Relationships Teacher Guide
For numbers 1-4, fill in the blank with a fraction.
1. If
= 1,
2. If
= 1,
3. If
= 1,
4. If
= 1,
= ___ .
= ___ .
= ___ .
= ___ .
For numbers 5-8, fill in the blank with a pattern block shape.
5. If
=
1
,
3
6. If
=
1
, _______________________ = 1
2
_____________________ = 1
7. If
=
1
, _______________________ = 1
3
8. If
=
1
, _______________________________= 1
4
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Answer Key:
1.
1
6
2.
1
3
3.
1
2
4.
2
3
5.
6.
7.
8.
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Fraction Detectives
Draw and label a picture or write an example for each fraction your teacher gives you.
Fraction
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Drawing
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