TPACK Template

Subject Math

Grade 2
Level

Learning 2.3 The student will

Objective a) identify the parts of a set and/or region that represent fractions for halves, thirds,
Content

fourths, sixths, eighths, and tenths;

b) write the fractions; and
c) compare the unit fractions for halves, thirds, fourths, sixths, eighths, and tenths.
Online The teacher will lead into this lesson by starting a discussion about fractions, by
Activity showing the students a video through screencast of a reading of the book Full
House: An Invitation to Fractions by Dayle Ann Dodds.
After this the teacher will let the students know over the microphone that they
were to go to the link, then they were to create the top fraction strip with the
writing in red to say 2/4 using the arrows next to the numbers, noting the
numerator for this fraction is 2 as it is the top number and denominator is 4 and it is
below the denominator. The teacher will then give the students the second fraction
that they are to set up in the fraction strip below that is colored blue. This fraction is
to be a 1/1 and the teacher will talk about how that is a whole because the whole
fraction strip is filled in blue, and because the numerator is equal to the
denominator. The teacher would then tell the students to look and compare the two
and tell the teacher over the microphone if the shaded areas are equal to each
other, if the red shaded fraction is less than the blue, or if the red strip is greater
than the blue shaded fraction strip.
The teacher will then have the students look at the whiteboard the teacher has set
up with different fractions paired together one written in red and the other in blue
for each pair. The teacher will have the students comment through the chat the
numerator and denominator for each fraction in every pair of fractions the teacher
has written. After the students have identified the numerators and denominators,
they will be asked by the teacher over the microphone to go through each pair using
the simulator to create their fraction strips to compare the red and blue fraction for
each pair. Then to tell if the red is greater than equal to or less than the blue fraction
in each pair. Then the students are to state the fraction names for each fraction in
every fraction pair (two fourths, one whole, two thirds, etc.).
After the students finish doing all of this they are to create two of their own fraction
Pedagogy

pairs state which one is greater less than or equal to the other in their pairs, state
the fraction names for each fraction in their pairs.
Technology Technology Modeling Fractions (Area Models)
https://www.explorelearning.com/index.cfm?method=cResource.dspView&Resour
ceID=1006