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Grade Level: 4th Grade
Michigan Math Standard (MA.4.NF.A.1–2):

Explain why a fraction a/b is equivalent to a fraction c/d by using visual fraction models.

Compare two fractions with different numerators and denominators by creating common denominators or numerators, or by comparing to a benchmark fraction (½).

Objective:
Students and families will identify, create, and compare equivalent fractions while “building” pizzas using fraction pieces to represent toppings.

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To enhance the game, teachers can collaborate with colleagues to develop digital fraction pizzas using Google Slides or Canva, or even partner with local pizzerias to host a “Family Math Night” where students use physical toppings to demonstrate fractions. Teachers can share ideas globally through a Padlet board for feedback and new challenge ideas.

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This interactive, hands-on game helps students connect abstract fraction concepts to a familiar, real-world context. Parents and children collaborate to complete challenges (e.g., “Create a pizza that is ½ mushrooms and ¼ pepperoni—what fraction is left?”). This encourages mathematical conversation, teamwork, and reasoning in a fun, low-stress environment.

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Materials: Printable pizza templates (circles divided into eighths, quarters, and halves), topping cutouts, spinner, and recording sheet.

Technology Option: Google Slides version for virtual play.

How to Play:

1. Spin to determine topping fraction (e.g., 3/8 mushrooms).

2. Choose toppings and fill the pizza accordingly.

3. Identify equivalent fractions and compare pizzas (Who has more pepperoni? Which pizza is half full?).

4. Earn points for correct answers and creativity in pizza design.

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Parents and students engage with equivalent fractions by creating different topping combinations that equal the same total amount (e.g., 2/4 = 4/8). They compare fractions by discussing which pizzas have more of a certain topping or which are closer to a full pizza (1 whole).

Example Activity:

Parent: “Your pizza has 2/8 mushrooms. How can you show the same amount in fourths?”

Student: “That’s 1/4—so I can color one out of four slices instead.”

These interactions naturally reinforce mathematical reasoning and the Standards for Mathematical Practice (especially SMP 3: Construct viable arguments and critique the reasoning of others and SMP 4: Model with mathematics).

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Fractions | Spin the Wheel - Random Picker

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1. Print or open your pizza template.

2. Spin or draw fraction cards.

3. Add toppings according to the fraction drawn.

4. Discuss and record any equivalent fractions.

5. Compare pizzas with your family partner.

6. Complete reflection questions on your recording sheet:

What equivalent fractions did you find?

Which pizza was closest to a whole?

Optional Challenge: Create a “Fraction Menu” where families design and price pizzas using fractional amounts of toppings.