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© 2014 Pacific Crest
7
12.
Problem Solving
Plan a pizza party. Assume the guests are both adults and children and that children under 10 eat
one third as much as adults. Children between the ages of 11 and 16 eat half as much as adults.
Assume the 4 slices are a “meal” for adults and that each pizza contains 6 slices. With 19 guests
(8 adults, 5 children under 10, and 6 children over age 11), how many pizzas do I need to order?
How much pizza will be left over, if any?
/
× =
× × = × =
× ×
1 3
8 adults eat 4 slices each : 8 4 32 slices
1
4 20
5 children : 5 4
5
slices
3
3 3
1
6 teens : 6 4
2
(multiplied slice by
since they
eat "one third" as much as an adult)
/
+
+
+
= × = =
+ =
=
=
1 2
4 24
6
12 slices
2 2
Total slices : 32
44
Divide total slices by 6 (the number of slices
per pizza) t
20
20 132 20 152
12
3
3 3 3 3
(multiplied slice by
since they
eat "half" as much as an adult)
:
=
× =
= =
152
152 1 152
3
o find out how many pizzas to order :
6
3 6 18
Put this into mixed number format so I know how many
to order
Order 9 pizzas. There will b
152 76 48
18 9 9
whole pizzas
−
e 1 of a pizza left over.
4 5 or
9 9
13.
Self-assessment
Strength:
I selected strong models and used a familiar context even as I tried to increase the
difficulty of the calculations. This helped me build my confidence in solving these types of problems.
Area for Improvement:
The sequencing of the critical thinking questions isn’t very strong. I
could have asked about the relationship between multiplication and division earlier. I think I also
probably repeated myself a bit with some of the questions.
Insight:
Visualizing is an important skill because when I was trying to figure out what the fraction
represented when dividing by a fraction, it made sense when I visualized the pizza and slices.
To what level of learning did you get your knowledge?
To level 4, (I solved the problem).
14.
Research
What role does emotion play in learning the mathematics of fractions?
1.1 The Learning Process Methodology