MATHEMATICS LESSON PLAN

Teacher: Mathis Grade Level: 2nd Duration of Lesson: 60 minutes

Standard:
2.G.3​ Partition squares, rectangles and circles into two or four equal parts, and describe the
parts using the words halves, fourths, a half of, and a fourth of. Understand that when
partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller
as the number of parts increases.

Objectives:
● The student will be able to partition rectangles and circles into two or four parts.
● The student will be able to describe the parts using the words halves and fourths.

Essential Questions:
● How do I partition shapes into two or four parts?
● How do I describe the parts using the words halves and fourths?

Materials:
Anchor Chart
Partitioning Assessments (2 forms)
Word Problem Cards for Groups A, B, and C
Promethean board
Sticky Notes

Procedures
*** It is important to note that students in group A (below grade level) were taught a minilesson prior to
this lesson. The purpose of this preteaching opportunity is to expose the students that are below grade
level to the material in hopes that students will be successful in mastering the skill.

Hook:
1. Teacher states the EQ’s for the lesson.
a. TWS: “At the end of our lesson today, we want to be able to answer these two
questions.
i. How do I partition shapes into two or four parts?
ii. How do I describe the parts using the words halves and fourths?”

2. Introduce a problem:
a. TWS: “I have a problem. I need you to help me figure it out. So, I am having a
sleepover at my house tonight with 3 of my best friends. My mom made one
pie for us to share. How will I partition the pie to make sure that my friends and
I all get the same size piece of pie?”
b. Teacher draws picture of apple pie on the board. Students have to determine
how to partition the pie. Teacher draws partitioning lines on the pie.
c. TWS: “Now that we have partitioned our pie, who can tell me how much of the
pie each of us will get to eat?”
 i. Answer: ¼ or a fourth of the pie
d. Teacher writes a fourth on the board and fraction ¼ within each piece of the
pie.

Teacher Input:
1. Teacher uses the following anchor chart to discuss partitioning of shapes into 2 and
four equal parts. Teacher completes anchor chart with students
a. Teacher points out that although there are more pieces, the pieces are
becoming smaller within the whole.

*** Add partitioning title, squares, and rectangles to anchor chart

2. T​eacher selects a student to draw a shape (circle, square, or rectangle) on the board and
partition the shape into either 2 or 4 equal parts.
Students will:
1. Draw a circle, square, or rectangle.
2. Divide the shape into either halves or fourths.
3. The student at the board selects another student to describe the parts as either halves
or fourths. Student writes the label on the board.
4. The student who answers correctly gets a chance to come to the board and draw the
next shape.
5. For more advanced students, the teacher will draw a shape and shade only half or a
fourth of the shape. Student will be encouraged to identify the fraction that shows the
relationship between the part and the whole.

Guided Practice:
1. Students are divided into homogeneous groups. Teacher closely monitors individual
students and records anecdotal notes in student observation notebook. Teacher asks
questions and provides positive feedback.
a. These groups are based on MAP data, unit preassessments, and progress
monitoring completed by the teacher.
2. Below are the tiered guided practice groups. Group A will work with the teacher for
added support at small group instruction table. Teacher will periodically walk around
 room to monitor all student’s progress while Group A collaborates to solve problems.

a. Group A: Below Grade Level

*** Group A works with teacher at guided practice table.

i. Sharing a Cookie​: ​You have one cookie to share with four of your friends.
Each person gets one piece of the cookie. How do you split the cookie so that
everyone gets an equal share? Challenge: How would you split the cookie if
one friend decided he did not want a piece of the cookie?

ii. Sharing a Pie: You have one pie to share with 1 friend. Both of you get one
piece. How do you split the pie so that both of you gets an equal share?
Challenge: How would you split the pie into 4 equal slices?

b. Group B: Grade Level

i. Candy Bar: You have one candy bar to share with four of your friends. Each
person gets one piece of the candy bar. How do you split the candy bar so that
everyone gets an equal share? Challenge: How would you split the candy bAR
if two friends decided they did not want a piece of the cookie.

ii. Playdate: Diana and her friend Skylar get to play at the park today. Diana’s
mom gives her a candy bar to share with Skylar. How can they split the candy
bar so that each person gets an equal share? Challenge: When the girls get to
the park, they see their friends Kyilee and Jerzie. How can they split the candy
bar so that each girl gets an equal share?

c. Group C: Above Grade Level

i. Pizza Party: Alex invited 3 friends over for a pizza party. He ordered two large
pizzas. How can he split the pizza so each person gets an equal slice?
Challenge: Each pizza cost $12. How much did Alex spend on both pizzas?
Write an equation sentence to show how to solve the problem.

ii. Pie Time: Jacob went to JiMaya’s bakery and bought a chocolate creme pie to
share with 3 friends. The pie is cut into equal parts. Jacob ate a fourth of the
pie and Riley ate half of the pie. Malachi got to eat the rest! How many slices of
pie did each person get? Challenge: Who got to eat the most pie? Was it
Jacob, Riley, or Malachi? Explain your answer.

3. After students solve problems, class meets on the carpet to share word problems and
discuss problem solving strategies.

Independent Practice:
1. Students complete the following partitioning assessment independently.

Copy of Group A’s Partitioning Assessment

a. Question 1: Draw a circle. Partition the circle into 2 parts. Describe the parts as
either halves or fourths.
 b. Question 2: Draw a rectangle. Partition the rectangle into 4 parts. Describe the
parts as either halves or fourths.
c. Question 3: How would you describe the shaded portion of the circle? Circle
the correct answer.
i. A. one half of the circle is shaded
ii. B. a fourth of the circle is shaded

d. Question 4: How would you describe the shaded portion of the square?
Circle the correct answer.
A. one half of the square is shaded
B. a fourth of the square is shaded

Copy of Group B and C’s Independent Assessment

d. Question 1: Draw a circle. Partition the circle into 2 parts. Describe the parts .
e. Question 2: Draw a rectangle. Partition the rectangle into 4 parts. Describe the
parts.
f. Question 3: How would you describe the shaded portion of the circle?

d. Question 4: How would you describe the shaded portion of the square?

Closing: ​On a sticky note, the student will write one thing he or she learned and one thing he
 or she still does not understand and needs more practice with. Place sticky notes on board
when completed.

Differentiation:
Small group instruction (Tiered Differentiation): ​Students are​ ​divided into homogeneous
groups. Teacher closely monitors individual students and records anecdotal notes in student
observation notebook. The groups are based on MAP data, unit preassessment, and progress
monitoring. Students in group A work with teacher at small group table. The teacher monitors
progress and facilitates instruction. The goal is for the teacher to provide guidance and
support needed by the students below grade level. The teacher allows students to
collaborate, ask questions, and discuss solutions. The teacher encourages students to use
appropriate vocabulary and problem solving strategies. Students in group B work together to
solve 2 word problems. These word problems are designed to encourage critical thinking and
heighten the students’ understanding of partitioning shapes. Students in group C collaborate
to solve 2 word problems. Group C is given the most advanced problems to challenge the
students. It is important to note that the teacher monitors student achievement for both groups
B and C, in addition to group A. The teacher asks questions to check for understanding and
provides positive feedback. The Teacher will use data collected to determine if a child needs
to be moved to another group.

Preteaching: ​Students in group A (below grade level) are​ ​pretaught the material in the
lesson. The goal is to predispose students to the material so that they are familiar with the
vocabulary and skills prior to the lesson; therefore, they are more likely to be successful and
master the skill.

Assessment:

Partitioning Assessment​- Students complete the above assessment to assess their abilities
to partition ​squares, rectangles and circles​ into two or four parts and describe the parts
using the words ​halves, fourths, a half of, and a fourth of. ​ Teacher will collect assessment
to determine student mastery.

MAT Reflection:
A teacher's job is to help all students succeed no matter what level they are own. It is a
teacher’s responsibility to find strategies and techniques that will help each individual child learn
and achieve a new concept. It is also important for teachers to set high expectations for all
students. Just because a student is below grade level, does not mean he or she cannot achieve
greatness. As a teacher, I keep these key components in mind to maximize success for all of my
students. Although incorporating differentiation in the classroom may be a daunting task for
teachers, it is one that I feel is necessary. For this lesson, I decided to use small group
instruction of homogeneous students. Each group is given a different set of partitioning word
problems. Group A, the below grade level students, work with the teacher at the small group
instruction table. This is so these students can receive the added support and instruction they
need to be successful. Students in group B receive a set of word problems that push their limits
and thinking, but are appropriate for their skill level. It is important to not frustrate students.
Students in group C receive the most challenging set of word problems. These word problems
are designed to expand students’ problem solving skills and encourage higher levels of thinking.
While students are working, the teacher circulates around the room and monitors progress. The
teacher asks questions to check for understanding and provides positive feedback.