Lesson Plan #6
Pattern Block Pizza
Grade: Grade 2
Strand: Number Sense and Numeration
Big Idea: Quantity Relationships (fractions – area model)
Expectation(s): Read, represent, compare, and order whole numbers to 100, and use concrete materials
to represent fractions and money amounts to 100 ¢.
 Regroup fractional parts into wholes, using concrete materials (e.g., combine nine fourths to form two
wholes and one fourth);
 Compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction
pieces to show that three fourths are bigger than one half, but smaller than one whole)
Learning Goal: We are learning that a whole can be formed with different parts.
Materials: (lesson adapted from Super Source “Pattern Block Pizza”)
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Large paper pattern blocks, Smart Notebook pattern blocks or Overhead Pattern Blocks
Magnetic Pizza Fractions (optional)
Copy of Pattern Block Pizza Game Board for each student
Copy of Pattern Block Spinner and Paper clip for each pair
Pattern Blocks
Sticky Notes
Crayons, markers or pencil crayons
Getting Started
Ask students to image they are going to a pizzeria in Pattern Block Town. Post the large hexagon and explain to
students that in Pattern Block Town, all the pizzas are the same size and shape. Post the large green, blue and
red pattern blocks and explain that these represent the toppings. Ask the children for ideas on what kinds of
toppings each pattern block could represent.
Call on a student to cover the pizza completely with toppings. Call on another student to show another way to
cover the pizza completely. Have students make predictions about other possible ways to cover the pizza.
Have students record their predictions on a sticky note.
Beginning
Demonstrate how to play the game “Pattern Block Pizza” with the class, before they play this with their
partners.
Working on It (include questions to consider)
Middle
Beginning
Distribute supplies; each pair will need two copies of Pattern Block Pizza board game, pattern block spinner
and pattern blocks.
See “Here are the Rules” for the instructions on how to play the game. Teacher circulates making
observations/anecdotal notes focusing on the students’ understanding of representations of a whole and
fractional parts.
When students have completed the game, have them trace around the toppings on their game board and
colour them in.
If time allows, students may play the game again.
Anticipated Student Responses
There are six possible combinations for covering the pizza. Some children may think that a pizza is different if it
has the same topping arranged in a different way. Refer to “Teacher Talk: Where’s the Mathematics”.
Reflecting and Connecting
Engage students in a Gallery Walk. Have students post their coloured game board on the board or around
the room. Allow students to walk around and observe the various ways that a whole can be formed using
halves (red), thirds (blue) and sixths (green). In this particular activity, the symbolic language of fractions
does not have to be introduced; keeping the focus on how parts make a whole.
As students are observing the various game boards, have them refer back to their prediction on the sticky
note and see whether or not their prediction can be seen. Ask for volunteers to talk about their
predictions, their game and their thinking. Below are some possible questions to promote class discussion:
 How do the posted game boards differ?
 Did anyone find another way to cover a pizza? Show us.
 How many different ways can a pizza be covered?
 Are there any ways to cover a pizza that never came up?
 Why do you think they never came up?
 Did you ever trade a block for others? When did you do this?
 What kinds of trades could you make?
 Can a pizza be covered with only one colour? How many did it take to cover the pizza?
 How many different colours can I use to cover the hexagon?
 What does the green/red/blue represent? (Halves, thirds, sixths)
 Is it okay to have all these different fractions making up the whole? Tell me why.
Keep in mind that this lesson is intended to show students that there are many ways that a whole can be
represented.
As you are asking these questions record the big ideas that are generated by the class discussion on a
“What I Learned” chart.
Assessment (for, as, of)
Assessment for Learning: “What I Learned” chart. Keep the chart posted as an anchor chart for the students to
refer back to.
End