How can a fourth-grade teacher best link new knowledge about fractions to students' prior knowledge?

Linking new knowledge about fractions to students' prior knowledge is essential for building understanding and making learning relevant. Using a pizza to demonstrate cutting and understanding denominators effectively connects the abstract concept of fractions with a tangible, familiar object that fourth graders can relate to.

When students see a pizza being divided, they can visually grasp how fractions work in a real-world context. This hands-on approach not only engages students but also reinforces their understanding of components like numerators and denominators through a practical example. By manipulating the object—like cutting pizza into slices—students can visualize how different fractions represent parts of a whole, thus bridging the gap between prior knowledge and new information in a meaningful way.

In contrast, while asking about previous learning, stating objectives, or providing examples may have their merits, they are less effective in creating an experiential link that actively involves students. The pizza analogy encourages discussion, questions, and further exploration of fractions, making it the strongest choice for building on what they already know.