Once the price of a whole pizza is known, find the price of a fractional slice of the same pizza. Add extra toppings for an additional fee!

- Fractions
- Parts of a Whole

Idea Sheets are cross-referenced to subjects listed in the Common Core, Next Generation Science Standards, and California Content Standards.

Standard- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 2||Mathematical Practices
- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 3||Mathematical Practices
- 3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.||Common Core Mathematics||Grade 3||Geometry||Reason With Shapes And Their Attributes
- 3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers
- 3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers
- 3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers
- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 4||Mathematical Practices
- 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.||Common Core Mathematics||Grade 4||Measurement And Data||Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit
- 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n ? a)/(n ? b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Extend Understanding Of Fraction Equivalence And Ordering
- 4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Extend Understanding Of Fraction Equivalence And Ordering
- 4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers
- 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers
- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 5||Mathematical Practices
- 5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)||Common Core Mathematics||Grade 5||Number And Operations?Fractions||Use Equivalent Fractions As A Strategy To Add And Subtract Fractions
- 5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions||Common Core Mathematics||Grade 5||Number And Operations?Fractions||Use Equivalent Fractions As A Strategy To Add And Subtract Fractions
- 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.||Common Core Mathematics||Grade 5||Number And Operations?Fractions||Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions
- 5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.||Common Core Mathematics||Grade 5||Number And Operations?Fractions||Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions
- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 6||Mathematical Practices
- 6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b =? 0, and use rate language in the context of a ratio relationship. For example, ""This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar."" ""We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.""1||Common Core Mathematics||Grade 6||Ratios And Proportional Relationships||Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems
- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 7||Mathematical Practices
- Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 8||Mathematical Practices

- 4.2 Recognize fractions of a whole and parts of a group (e.g., 1/4th of a pie, 2/3rds of 15 balls).||CA Mathematics||Grade 2||01. Number Sense||4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.
- 4.3 Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.||CA Mathematics||Grade 2||01. Number Sense||4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.
- 5.0 Students model and solve problems by representing, adding, and subtracting amounts of money.||CA Mathematics||Grade 2||01. Number Sense
- 2.1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).||CA Mathematics||Grade 3||02. Algebra and Functions||2.0 Students represent simple functional relationships.
- 3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than 1/4.)||CA Mathematics||Grade 3||01. Number Sense||3.0 Students understand the relationship between whole numbers, simple fractions, and decimals.
- 3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.||CA Mathematics||Grade 3||01. Number Sense||3.0 Students understand the relationship between whole numbers, simple fractions, and decimals.
- 1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).||CA Mathematics||Grade 4||01. Number Sense||1.0 Students understand place value of whole numbers and decimals to two decimal places, how these relate to simple fractions, and use concepts of negative numbers.
- 1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.||CA Mathematics||Grade 4||01. Number Sense||1.0 Students understand place value of whole numbers and decimals to two decimal places, how these relate to simple fractions, and use concepts of negative numbers.
- 2.0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals.||CA Mathematics||Grade 5||01. Number Sense
- 2.0 Students analyze and use tables, graphs and rules to solve problems involving rates and proportions.||CA Mathematics||Grade 6||02. Algebra and Functions
- 2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation.||CA Mathematics||Grade 6||01. Number Sense||2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division.

We prepared a video demonstration for this RAFT Idea so you can see the activity in action. (Watch more RAFT Videos on our YouTube channel)

This idea sheet has additional materials for you to download.

Have you used one of our Activity Kits recently? Tell us what you think!

We would love to learn more about how our kits are being used. Please take a moment to tell us about a kit you used recently, how you used it and any thoughts or suggestions that could help us improve.