**Topic:** Fractions

**Abstract:** To introduce the notion of “Fractions”, one painting by “Niki Katikl” will be presented linking with the notion of fractions. Then, the students will create a pizza which will represent the denominator in a fraction. Then, they will play to find some fractions and find that a lot of fractions can be equal.

**Learning objectives:**– Students will be able to understand the fractions can be equal

– Students will be able to compare fractions

– Student will have the Introduction of fractions

** Area:** Μathematics

**Teachers’ profile**: (team transversality) Mathematics teacher

**Advisable age of students:** (Flexible according to the curriculum of specific country) : 12-14 years old

**Previous knowledge:** – Whole numbers

**Global development**

**Total duration**: 45 minutes

**Materials:** Chart paper & markers – Construction paper: different colors for the crust – Pizza boxes – construction paper toppings for tracing, if needed

**Phase 1 ** Duration: 10 minutes Visualisation

Development : Niki Katiki “Balance”

Discussion around the artist: Who? What did he do? Lead students to describe the painting presented. Then, link this painting with the notion of fractions. How many squares do we have on this painting ? How many circles ? How many shapes do we have in all this painting ?

**Phase 2 **Duration: 25 minutes** **Artistic action and experimentation

Development:

**Step 1 :** The teacher will select a group, it depends how many students there are in the classroom. Ask the student to make his own pizza with all the toppings he/she wants. (mushroom, olive, ham ect …). Be careful the pizza needs to have 8 or 12 parts. It depends on the levels of the students.

**Step 2 :** After every group has made their pizza, the group will divide in two groups

– “customer” group

– “pizza chef” group

The teacher needs to prepare some papers with instructions and the customer group needs to ask for their order from the pizza chef group.

– I want one part of pizza

– I want half of the pizza

– I want 4/8 of the pizza

– I want a third of the pizza

– I want ….

All the instructions lead the student to order some difficult commands.

**Phase 3: **Duration: 10 minutes** **Reflexion and debate

Development:

– Why did we organize this activity?

– What do you think about this activity?

– What happens when the customer asks for some pizza?

– What are your conclusions about these games?

– When the customer wants half of the pizza and the 4/8 of the pizza, what do you give to them?

– Do you think some fractions can be equal? Why?

– You made this activity with 8/12 parts but what can we conclude if we will have 30 parts for example?

**Comments, possible derivations, and prolongations of the proposal:**

We can add some difficulties with the instructions depending on the levels of the group