Title of Book: Fraction Fun
Author: David A. Adler
Publisher: Holiday House/New York
ISBN: 0-8234-1259-8
Grade Levels for Recommended Use: 4 th
TEKS
Grade
(4.b) Knowledge and skills.
(3) Number and operations. The student applies mathematical process standards to
represent and generate fractions to solve problems. The student is expected to:
(C) determine if two given fractions are equivalent using a variety of methods;
(D) compare two fractions with different numerators and different denominators
and represent the comparison using the symbols >, =, or <;
Brief Summary: Fraction Fun uses real world examples to describe fractions as parts of a whole. Readers are introduced to fractions as parts of a whole pizza, one part of a group of coins to equal and ounce and are able to compare fractions on graph paper.
Materials needed:
 Paper Plates-3 per student
 Pencils
 Rulers
 Red, Green and Blue Crayons
Suggested Activity:
1.
Review what the class knows about fractions. As you read the book Fraction
Fun , stop to discuss the parts of a fraction. When the section “Pizza Math” comes up, do the activity in the book with students.
2.
Draw center marks (dots) in the center of all three plates.
3.
Take your first paper plate. Draw a line through the center mark of the plate from one edge to the other. Label each part of this plate as ½. Shade in one part (1/2) of the plate red.
4.
On your second plate draw your lines so you divide the plate into four equal parts.
Write ¼ in each of the four parts of the plate. Shade in one part (1/4) of the plate red.
5.
On your last plate draw your lines so you divide the plate into eight equal parts.
Write 1/8 in each of the eight parts of the plate. Shade in one part (1/8) of the plate red.
6.
Discussion Points with Students: a.
Which slice is the largest? b.
Which slice is the smallest? c.
What happens to a fraction as the denominator changes? d.
Which fraction of the pizza would you like?
7.
Take the third plate. Using a green color, have students shade in two more sections of the plate (2/8). Using a blue color, have students shade in three

sections of the plate (3/8).
8.
Discussion Points with Students: a.
What part of the plate is red? b.
What part of the plate is green? c.
What part of the plate is blue? d.
What happens to a fraction as the numerator gets larger? e.
How much of our pizza has been eaten?
9.
Allow students to use their pizza plate manipulatives to complete the “Comparing
Fractions” assignment.
Adapted by
Elisia Mitchell, 2013