SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

DETAILS
Nichelle Plivelic
ELA-Math
2nd grade
60-90 minutes/an hour and a half
Objects can be divided into fractions, with each
part being an equal size, and when put together
make a whole.

Essential
Questions

Essential Questions

PA/Common
Core/Standards

How are spatial relationships, including shape

and dimension, used to draw, construct,
model, and represent real situations or solve
problems?
How can geometric properties and theorems
be used to describe, model, and analyze
situations?
How can patterns be used to describe
relationships in mathematical situations?
How can recognizing repetition or regularity
assist in solving problems more efficiently?
How can the application of the attributes of
geometric shapes support mathematical
reasoning and problem solving?
How are spatial relationships, including
shape and dimension, used to draw,
construct, model, and represent real
situations or solve problems?
CC.2.3.2.A.2
Use the understanding of fractions to
partition shapes into halves, quarters,
and thirds.

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge

Students will identify, describe, and classify

the attributes of three-dimensional shapes.
Students will:
recognize and mold shapes such as
circles and rectangles

CK

(DOK)

Students will learn about partitioning

shapes into equal parts and naming the
equal parts using fractions.
partition circles and rectangles into two,
three, or four equal shares.
name equal parts of circles and
rectangles using halves, thirds, and
fourths.

Formative &
Summative
Assessment
Evidence

Regular Education Students:

They will have an exit ticket, a paper showing a circle

divided into halves, another into thirds, and one divided into
fourths. They will have to label the parts according to what
fraction of the circle they equal. The rest of the paper will
have rectangles asking the students to draw lines to divide it
into halves, another into thirds, and the last into fourths.

Listen to and observe students as they work to

partition shapes into equal parts.

ISTE Standards
for Students
Framework for

ELLs:
Speaking-students will record their voices when talking
in small groups. Listen for them to correctly pronounce
words.
Writing-students will write whether an object is divided
into halves, thirds, or fourths. The teacher will read
their answers to make sure they can write the answers
correctly
Reading-objectives and vocabulary should be written on
the board. There may also be written instructions
during the lesson.
Listening-the students will work in small groups and
listen to each others ideas. They will also listen to what
the teacher says.
Family-in this lesson, they are pretending the paper is
like a cookie. Maybe the students could discuss what
types of round foods their families enjoy.
Culture-instead of pretending the paper represents a
cookie, they could substitute any round food common
in their native culture.

21st Century
Learning
Accommodation
s, Modifications

ELL students: all written instructions on the board

should be read out loud clearly. Write a clear objective
and have the class read it aloud at the beginning of the
lesson, pointing to each word as they read it. Important
vocabulary terms should also be written and discussed
out loud.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge

This lesson begins with students discussing how to

share a cookie with one other person, partitioning the
cookie into halves so each person gets the same
amount. The lesson continues with an exploration of
folding and cutting shapes to partition the shapes into
halves, thirds, and fourths. The folding and cutting
activities are intended to help students understand
that all parts must be equal in size when naming
fractions. Students who need opportunities for
additional practice with these activities will be able to
fold familiar shapes into halves at a workstation.Say,
Hook/Lead-In/Anticipatory Set

Have you ever had a cookie that you had to

share with someone else, such as a brother,

sister, cousin, or friend? How did you split the
cookie to be sure both of you got the same
amount?
Explicit
Instructions

Big Idea Statement

Students will read the Big Idea statement written
on the board
Essential Questions Statement
The teacher will ask some questions at the
beginning to get the students to start thinking
about how
Objective Statement
Students will read the objectives on the board.
Transition

Key Vocabulary

Vocabulary
Fourth: One of four equal parts of a
whole.
Fraction: A part of a whole. Fractions
have numerators and denominators.
Half: One of two equal parts of a whole.
Third: One of three equal parts of a
whole.
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

PreAssessment of Students

Distribute a paper circle 4 in diameter to each

student; or use the Partitioning Circles sheet (M2-5-2_Partitioning Circles.docx). Hold up a
paper circle while explaining what they will do
with it. Tell students to pretend it is a delicious
chocolate chip cookie. Ask two students to come
to the front of the class. Ask, How could we
cut the cookie so both you and your friend
get the same amount?

Modeling of the Concept

Ask students to volunteer their suggestions by

drawing their proposed cut lines on their

cookies. Now say, Using scissors, decide if
cutting the cookie on this line results in both
people getting the same amount of the
cookie. Let students cut on this line and
determine that both people would get the same
amount of cookie if each resulting piece is the
same size. Many students will eventually think
about putting the one piece on top of the other
to check their relative sizes. After students seem
to be finished cutting and checking the sizes of
their pieces, ask, When you cut on the line
you drew, did both people get the same
amount of cookie? How did you decide if
each person got the same amount? Allow
students to explain how they checked the
relative sizes of the pieces
Guiding the Practice

Distribute another paper circle 4 in diameter to

each student. Hold the paper circle up and
explain that this is again the cookie. If this was
a cookie, fold the cookie so both you and
your friend get the same amount. After
students seem to be finished folding, ask,
When you folded your cookie, did both
people get the same amount of cookie? How
did you decide if each person got the same
amount? Some students may suggest folding
the paper cookie in half and creasing it to find
the proper fold line. Introduce the terms half or
halves. Write the terms on the board, point at

each word as its written aloud. Explain to

students that each of the two equal parts is
called one half of the cookie, and the two halves
of a cookie make the whole cookie.Have
students tape or glue their cookie divided into
halves into their math journals. Ask them to write

the word half and the fraction in each of the

two equal sections of the circle, and write
2 halves = 1 whole below the circle.

2 halves = 1 whole
Distribute a paper circle 4 in diameter to each
student. Hold a paper circle up. Ask four
students to come up to the front of the class.
Ask, If this was a cookie, how could you cut
the cookie so these four friends each get the
same amount? Ask students to try to fold the
circle to partition it into four equal parts. When
students appear to be finished with the folding,
ask, How did you fold your cookie so you
have four equal parts? How are you sure
each part is equal in size?As students are
working, walk around and assess their work.
After students complete their folding, have them
cut along the lines to be sure all parts are equal

in size. Students should tape or glue their

circles, divided into fourths, into their math
journals. Ask them to write the word fourth and
the fraction in each of the four equal sections
of the circle, and write 4 fourths = 1 whole below

the picture.
4 fourths =
1 wholeDistribute a paper circle 4 in diameter to
each student. Hold a paper circle up. Ask
students, If this was a cookie, how could you
cut the cookie so both you and two of your
friends, a total of three people, each got the
same amount? Ask students to try to fold or
cut the circle to partition it into three equal parts.
When students have had the opportunity to
realize the difficulty of this task, ask, Were you
able to fold or cut your cookie so you have
three equal parts? Explain that dividing
shapes into three equal parts is often more
difficult than dividing into two or four equal parts.
Give each student a paper circle 4 in diameter
that has cut lines indicating thirds of the circle
(M-2-5-2_Partitioning Circles into Thirds.docx).
Ask students to use scissors to verify that these

cut lines do indeed partition the cookie into three

equal parts.After students have finished cutting
the thirds, students should tape or glue their
circles into their math journals. Ask them to write
the word third and the fraction in each of the
three equal sections of the circle, and write 3
thirds = 1 whole below the picture.

3 thirds = 1
wholeDistribute three copies of each shape
(triangles, squares, and rectangles) from the
Partitioning Shapes sheet (M-2-5-2_Partitioning
Shapes.docx) to each student (a total of nine
shapes per student). Ask students to partition
each shape into halves, thirds, and fourths.
Students should also tape or glue these shapes
into their math journals. Partitioning the shapes
into thirds will be the most challenging for
students. You may have to work together as a
class to partition some shapes into thirds.
Providing the Independent Practice

Extension:Use the activities and strategies listed

below to meet the needs of your students during the

year.
Routine: Use any opportunity that naturally
arises in the classroom to review unit fractions,
including halves, thirds, and fourths. For example, if
half of the class gets to line up for lunch first, ask the
students how to decide how many students are in half
the class. Also, partition sets of objects and shapes
into halves, thirds, and fourths when the opportunities
arise.
Expansion: Students who are ready can
try partitioning other shapes into halves, thirds, and
fourths. A trapezoid, pentagon, hexagon, and
octagon are available for students to cut out in the
Expansion resource (M-2-5-2_Expansion.docx).
Small Groups: Prepare a workstation to
explore and review ways to partition shapes into
halves. At the workstation, have paper shapes
including squares, equilateral triangles, isosceles
triangles, rectangles, pentagons, and hexagons that
students can fold in half. Provide both regular and
irregular shapes labeled with numbers to give
students experiences with symmetrical and
asymmetrical figures. Students should be
encouraged to fold the shapes in different ways to
investigate if there are multiple ways to fold the shape
in half. Ask students to fold these same shapes into
fourths. Have them make a list by number of the
shapes they could and could not fold into halves.
Have them use crayons to color their fold lines.
Students can share their work with the class.

Transition

Adaptations/Accommodations for Students with Special

Needs
provide perforated paper for students with special
physical needs who may have difficulty using scissors. It
might be easier for them to cut this type of paper.
Evaluation of
Formal Evaluation
the
The groups will divide each paper into equal halves,
Learning/Master
thirds, and fourths.
y of the
Each student will individually complete the exit tickets to
Concept
turn in at the end of class.
Informal Evaluation
The teacher can observe how the students work in their
groups during the lesson.
The teacher can occasionally ask the students what they
are doing or why during the lesson so they can show
their understanding
Closure
Summary & Review of the Learning

Homework/Assignments
The students can complete a worksheet that involves
identifying other objects being divided into halves,
thirds, and fourths, to show if they understand the
concept and how it can relate to other shapes, too.
Reading
scissors
Materials
circles cut from paper, 4 in diameter, at least
Technology
Equipment
three for each student; or use the Partitioning
Supplies

Circles sheet (M-2-5-2_Partitioning

Circles.docx), one copy for each student
Partitioning Circles into Thirds sheet (M-2-52_Partitioning Circles into Thirds.docx), one for
each student
other shapes cut from paper, including triangles,
pentagons, and hexagons; or use the
Partitioning Shapes sheet (M-2-5-2_Partitioning
Shapes.docx), one copy for each student
student dry-erase boards or math journals
exit ticket (M-2-5-2_Exit Ticket Lesson 2 and

Teacher
Self-reflection

KEY.docx), one copy for each student

Expansion sheet (M-2-5-2_Expansion.docx)