# Lesson 22

The Pizzeria (optional)

## Warm-up: Notice and Wonder: Pizza Toppings (10 minutes)

### Narrative

### Launch

- Groups of 2
- “Jada and Diego drew different personal pizzas with sausage and olives on them.”
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time

### Activity

- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.

### Student Facing

What do you notice?

What do you wonder?

Jada's Pizza

Diego's Pizza

### Student Response

### Activity Synthesis

- Display Jada’s pizza.
- “The black toppings represent sausages and the white toppings represent olives. Did she put more sausages or more olives on her pizza? How do you know?”
- Display Diego’s pizza.
- “Let’s take a look at Diego’s pizza. Did he put fewer sausages or fewer olives on his pizza? How do you know?”

## Activity 1: Class Pizza Order (15 minutes)

### Narrative

The purpose of this activity is for students to write numbers and draw images to represent each written number. In this activity the teacher walks students through taking a class order. Students draw the toppings on the pizza and then make comparisons in the synthesis.

### Required Materials

Materials to Gather

### Launch

- Groups of 2
- Give students access to colored pencils or crayons.
- “When you call a pizza shop to order pizzas, they usually have lots of toppings on their menu to choose from. The person who answers the phone has to tell the chef exactly what kind of toppings to put on the pizza and how many of each.”
- “We will create a class order for just one pizza. Our topping choices are pepperoni, sausage, olive, bell pepper, and pineapple. We can have up to 10 of any topping.”
- Invite 5 different students to share the number of toppings for each option.
- Consider role-playing as you take the order.
- “What toppings would you like?”
- For each topping, ask “How many _____ would you like?”

- Students record the number for each topping.

### Activity

- “Use our class order to draw the toppings on the pizza.”
- 1 minute: independent work time
- 4 minutes: partner work time

### Student Facing

### Student Response

### Activity Synthesis

- For a few of the toppings, ask:
- “Are there more _____ or _____?”
- “Are there fewer _____ or _____?”

- 30 seconds: quiet think time
- Share responses.

## Activity 2: More Pizza Orders (25 minutes)

### Narrative

### Required Materials

### Launch

- Groups of 4
- Give an order sheet to each student.
- “Take orders from your group. You can order a pizza with up to 3 kinds of toppings. You can have up to 10 of those toppings.”
- “Each person will take turns as an order giver and taker. Everyone will listen to the order, write down the number, and then make the pizza.”

### Activity

- 10 minutes: group work time
- Monitor for explanations that demonstrate understanding of written numbers corresponding with specific quantities, regardless of arrangement.
- Monitor for 2–3 pizzas to share during synthesis.
- Monitor for an order sheet that has at least two toppings with the same amount for lesson synthesis.

### Student Facing

### Student Response

### Activity Synthesis

- Display 2–3 pizzas from students for all to see.
- “Which pizzas have more than 6 _____ [topping of your choice]? How can you tell?”
- Count as a class or invite a student to count the toppings.
- “Which pizzas have less than 4 _____ [topping of your choice]? How can you tell?”
- Count as a class or invite a student to count the toppings.
- Display only one pizza.
- “How do you know your pizzas are exactly what the customer ordered?” (When I count each topping they match the number on the order.)

## Lesson Synthesis

### Lesson Synthesis

“Today we said, wrote, read, and compared numbers while we made pizzas by counting out and drawing different toppings for our pizzas.”

Display an order form.

“How many of each topping are on this pizza?”

Invite different students to read the order form.

“Use the word ‘more’ to compare the toppings. Share with your partner.”

Repeat the steps with "fewer" and the "same number."

Invite a few students to share their responses with the whole class.