The focus of this activity is to discover if students can interpret information in a table and use fractions (with the same denominator) to represent different amounts. We want to encourage students to use what they know about to interpret the information in the table before applying their understanding of fractions.

##### Purpose
• Count forwards and backwards using fractions, e.g. ½, 1, 1½ , 2, etc.
• Use fractions to represent information
• Identify, continue and create simple number patterns involving addition and subtraction
• Solve word problems that involve addition and subtraction of fractions with the same denominator
• Begin to represent and recognise equivalent fractions
• Use what is known about a pattern to predict missing or future terms

##### Patterns & Algebra 1
• Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)

##### Fractions and Decimals 1
• Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

##### At the end of this lesson students should be able to answer the following questions
• What do you notice about the information in this table?
• How many slices of pizza will each person eat?
• How many large pizzas will Marvin need to buy?
• Can you use fractions to represent the information in this table?
• Is there another way to represent some fractions?
• How could we represent the amounts as a diagram? Is a circle the best representation?
• What happens when we add fractions?
• Why is the denominator important?
• How can we find out what Marvin ate at the second party?