FractionsinEverydayObjects
Author:QuincyRainey
Datecreated:05/03/20157:46PMCDTDatemodified:05/03/201511:42PMCDT
Date
Subject
Topic
Grade/Level
TheBigIdea(s)orEssential
Question(s)
MulticulturalGoals(checkone
ormore)
StateofIdahoand/orcommon
corestandardsaddressed
Objectives
Materialsand/ortechnology
Activities/Procedures(IncludeAnticipatedTimeForEach)
Introduction/Activator
Classactivities(what
you/studentswilldo)
Classactivities(whyyouwill
dothem)
Closure/reminders
Assessment
April19,2015
Elementary
Fractions
Grade2
Studentswilldevelopabetterunderstandingoffractionswhentheyareappliedtoeverydaythings,likeforexample
splittingupapizzatoshare.
IDIdahoContentStandardswithLimits(2011)
Subject:MATHEMATICS
Discipline:MathematicsContentStandardByGradeLevel
Grade:2ndGrade
Standard:Standard2:ConceptsandPrinciplesofMeasurement
Goal:Goal2.2:Applytheconceptsofrates,ratios,andproportions.
Standard:Standard4:ConceptsandPrinciplesofGeometry
Goal:Goal4.1:Applyconceptsofsize,shape,andspatialrelationships.
Objective:2.M.4.1.4Useappropriatevocabulary.(281.01.d)
Standard:Standard5:DataAnalysis,Probability,andStatistics
Goal:Goal5.1:Understanddataanalysis.
Objective:2.M.5.1.1Interpretinformationfoundinsimpletables,charts,bargraphs,andpictographs.
(282.01.a)
Objective:2.M.5.1.2Useappropriatevocabulary.(282.01.b)
1. Thestudentwillbeabletounderstandtheconceptthat1/2isequalto2/4anddemonstratethisknowledgeon
theworksheetprovided.
2. Thestudentwillbeabletounderstandthat2/2isawhole.
3. Thestudentwillbeabletounderstandthatifthereareeightpiecesandyoutakeawaytwothat6/8remains,
etc.
4. Thestudnetwillbeabletocompletethefracionsworksheetprovidedwithminimalerrors,atleast90%accuracy.
Posterboardaboutfractionswillbeused,thishaspizzasonitslicedindifferentincriments.Thepieceswillbe
removableandcanbeputbackonwithvelcro.Thestudentswillbeabletoremovethepiecesofpizzainordertosee
howmanypiecesremainordonotremain.Aworksheetwillbehandedoutwith20differentfractionstobecoloredin.
Reviewwhatwehavealreadylearnedaboutfractions.Discusshowtodaywewilldoanactivitytoshowfractionsin
realworldexamples.Talkabouthowwewilllearntodaywhatitmeansfortwofractionstobeequivalent,reviewwhat
equivalentmeans,andtalkabouthowwewillbeabletoseewhatitmeansfortwofractionstpbeequivalent.(5
minutes)
Theteacherwillusetheposterboardtoshowwhatitlookslikewhenthreefractionsareequal(1/2,2/4,4/8).The
sizesofthepizzasareexactlyequalsoeventhough4/8soundsbiggerwecanseethatactuallyitistheexactsame
size.Theteacherwillremovedifferentamountsofslicesofpizzaandasthestudentstowriteonawhiteboardwhat
thefractionisofwhatisleft.Thiswillbedoneseveraltimesforseveraldifferenttypesoffractions.Theteacherwill
talkaboutthatwhenwearelookingatafractionwecanseethatitisequivalenttoanotherfractionbecauseifitis
reducedordividedinhalfitisthesame.Thiswillbetaightanddemonstratedonthewhiteboard.(15minutes).The
teacherwilthenhandoutaworksheetwithavarietyoffractionsonittobecoloredin.Forexampleifitsays"show
2/5thestudentshouldcolortwooutofthefivepieces.TThisworksheetwillbecompletededindependentlyuntilitis
timeforrecess,whatsnotfinishedwillbecompletedduringfreetime.(1015minutes)
Theseactiviteswillbedonetogivestudnetsanopportunitytolearnwithsomethingthatisalittlemoreinteractiveand
handsonasopposedtojustwatchingtheteacherteachandthendoingaworksheet.Thewhiteboardsareagood
wayforeveryonetoparticipateandfortheteachertoquicklycheckforunderstanding.
Remindertocompletetheworksheetduringfreetimeifitisnotalreadycompleted.Reminderofwhatequivalent
fractionsareandwhatthismeans.Reminderthatafractionisapieceofawhole.
Reviewtheworksheetsthatstudentscompletetocheckforunderstanding.Evaluatehowmanypeopledidordidnot
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Accommodations/differentiation
Reflection/Evaluation
understandandwhomayneedmorehelporareviewworksheetorareviewsessionfromtheteacher.Noformal
assessment.
Studentswhohavedifficultyunderstandingthelessonwillreceivemoreoneononehelpfromtheteacherwhenothers
areworkingindependentlyontheworksheet,thesestudentsmayalsobegivenamoresimpleworksheetwithless
fractionsandlessdifficultfractionsonthem.Studentswhoudnerstandtheinformationmoreeasilymaybegivena
worksheettoworkonindependentlywhiletheteacherinstructstherestoftheclass.Theymayalsobegivenamore
difficultworksheettocompletewhileeveryoneelsecompletestheirs.
OverallIfeltthatmylessonwentverywell.Iwasnervousaboutteachingthislessonbutthestudentsunderstood
andwereverycooperative.Iwoulddothislessonagaininthefuture.InthefutureIwouldhaveitbemore
interactiveandhavethestudentsactuallycomeupandshowtheclasswhatcertainfractionslookslikeontheposter
board.Ihadnoissueswithstudentsnotunderstanding.Thestudentswhodidneedsomeextrahelpaskedforthe
helpafterthelessonwastaughtandtheyunderstoodwellenoughtobeabletocompletetheworksheeteitherby
themselvesorwithminimalassistance.
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