Lesson Plan

Teacher: Rebecca Gerardi

Grade: 2nd Grade

Date: 8 April 2014

Day: 2 of 3

Subject: Mathematics

Time: 50 minutes

Cognitive Level: Analysis

Objective: Students will be able to read, write, and depict fractions by participating in an
interactive lesson and practice with fractions after the teacher takes the students through a
step-by-step process to determine a fraction for a given picture.
CCSS Addressed:

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer,
explain, or describe.

CCSS.MATH.CONTENT.2.G.A.3
Partition circles and rectangles into two, three, or four equal shares, describe the
shares using the words halves, thirds, half of, a third of, etc., and describe the
whole as two halves, three thirds, four fourths. Recognize that equal shares of
identical wholes need not have the same shape.

Opening:
1. The teacher calls the students attention to the Smart Board. She plays a video
with a song about fractions. (Anticipatory Set)
2. The teacher says, Yesterday we learned how to shade in part of a shape using a
given fraction. Lets practice using the pizza from the video we just watched.
Because she is having the students refer back to the video, the teacher uses the
same fractions from the video. (Review)
3. The teacher passes out white boards to each student.

4. The teacher provides an example from the video on the Smart Board. She says,

The king ate

1
3

of the pizza. Can you help me color in

The teacher calls a student up to the board to shade in

1
3

of this pizza?

1
. The other students
3

are asked to draw the answer on their white boards and show the teacher what
they have drawn. Anticipated Response- a circle with three sections with one
colored in. (Assessment of background Knowledge) (Review)
5. The teacher tells the students that today they will practice reading, writing, and
drawing fractions by determining a fraction based on a picture. (Purpose Setting)
Presentation
1. The teacher reminds the students that there are a few things they must know
before they start. She asks the students if they can remind her what the bottom
and top numbers in a fraction are called and what they represent. Anticipated
Responses- The top number is the numerator. The top number is the part.
The bottom number is the denominator. The bottom number is the whole.
(Checking for Understanding)
2. If no responses are given, the teacher tells the students that the bottom number in
a fraction is called a denominator, and it represents the whole. The top number in
the fraction is called the numerator, and it represents the part. (Input)
3. The teacher asks the students to think back to the video to understand what a
fraction that equals a whole looks like. Anticipated Response- The top and
bottom are the same. (Checking for Understanding)

4. If no responses are given, the teacher writes a fraction representing a whole on the
board prompting the students to pay attention to the numbers, indicating that the
numbers are the same. (Modeling) (Input)
5. The teacher pulls up a cookie on the Smart Board. She says, We will practice
writing fractions using cookies. (Input)
6. The teacher draws a line down the middle of the cookie. She asks the students
how many parts of the cookie there are. Anticipated Response- There are two
pieces. The cookie is in half. If no responses are given, she prompts the
students to count the two halves. (Modeling) (Checking for Understanding)
7. The teacher colors in one half of the cookie. She asks the students what part of
the cookie is shaded, or how many pieces are shaded. Anticipated
Response-one. (Modeling) (Checking for Understanding)
8. The teacher tells the students that they will need to write a fraction for the shaded
part of the cookie. She asks the students if they can tell her what the fraction for
the shaded cookie piece might be. Anticipated Response-The cookie is in half.
1
. (Checking for Understanding)
2
9. If no responses are given, and to confirm the answer, the teacher prompts the

students to count each part. She reminds them that the denominator must
represent the whole amount, and the top represents the part (that is shaded).
Together the class concludes that the fraction is . The teacher writes the fraction
on the board. She tells the students that when two is the denominator, it is read as
half or halves. (Input) (Modeling)

10. The teacher colors in the other half of the cookie. The whole cookie is now
colored in. She asks the students what the fraction should look like. Anticipated
2
. (Checking for Understanding)
2
11. If no responses are given, the teacher points to the fraction representing a whole
Responses- It is a whole.

from the beginning of the lesson and guides the students in determining the
fraction for this picture. (Input)
12. The teacher brings up another cookie. This time she breaks the cookie into three
parts, shading in one part. She asks the students if they can help her to find the
fraction for the shaded part of the cookie by asking what the whole is, or what the
denominator should be. Anticipated Responses- The cookie is in three pieces.
The denominator is three. (Modeling) (Checking for Understanding)
13. If no responses are given, or if the wrong answer is given, the teacher prompts the
students to count the pieces of the cookie, coming up with three pieces.
(Modeling) (Input)
14. The teacher asks the students what part, or how much of the cookie is shaded.
Anticipated Response-One part. One piece is shaded. One out of three are
shaded.(Checking for Understanding)
15. The teacher asks the students to write on their white boards what the fraction for
the shaded part of the cookie must be. The students hold up their answers for the
teacher to see. Anticipated response- One out of three. (Checking for
Understanding)
16. The teacher writes

1
3

on the board and explains that if the denominator is

three, and it is the whole, and one part of the whole cookie is shaded, the fraction

is

1
. (Input) (Modeling)
3

17. The Teacher expands on this problem by shading in two parts of the cookie.
18. She follows the same process with the remainder of thirds and fourths.
Guided Practice
1. The teacher explains the worksheet that the students will be given. Students are
to color each section of the flag a different color and write the fraction for each
color on the line.
2. The teacher passes out a fraction worksheet to each student. The students work in
heterogeneous pairs to complete the worksheet, which reviews both yesterdays
and todays lessons. Each students is to complete and hand in their own
worksheet. They are working in pairs for peer support.
3. The teacher walks around the room to monitor student work and assist where
needed.
4. If there are any students who are struggling, the teacher will bring these students
to the back table to review the lesson. The teacher will provide the students with
a manipulative; a paper pizza with removable slices. The students will be given a
different pizza for different denominators (halves, thirds, fourths). The students
are then able to physically remove and replace the slices to determine the
fractions. For example, the teacher will ask the student to remove one slice of
pizza and ask how many slices out of four we removed. She will explain that one
out of four equals . Therefore, of the pizza was eaten. The teacher will
continue this practice with the students. (Alternative Strategy)
5. Advanced students will be asked to draw their own shape, divide it into equal
parts, and write a fraction for a shaded portion. In order to be successful in doing
this, the students must understand that the shape must have the ability to be
divided equally.
Closure

1. To conclude the lesson the teacher will read a story titled Whole-y Cow:
Fractions are Fun by Taryn Souders. She calls the students to the carpet.
2. The book will sum up the lesson while checking student comprehension as each
page asks fraction questions. For example, if there are two scoops of chocolate
ice cream and one scoop of mint, what fraction of the ice cream is chocolate?
3. When the teacher finishes the story she will ask the students to list something they
remember from todays lesson. Anticipated Responses- The denominator is the
bottom number of a fraction. The denominator equals the whole. The top
number equals the part. The numerator is the top number. When the top and
bottom number are the same, it equals a whole. When you see , it means
halves. (Summary of Major Points)
4. If no responses are given, the teacher starts by writing a fraction representing a
whole on the board, prompting the students to notice that the numbers are the
same. In addition, she writes another fraction on the board asking he students
what the top and bottom numbers are called, and what they represent. (Summary
of Major Points)
5. The teacher tells the students that fractions are everywhere every day. She
reminds them that every time they eat a pizza, for example, it is cut into eight
equal parts or eighths, which is a fraction. It is even important for the students to
understand fractions for fun activities such as baking. We use fractions all the
time. (Ties points to coherent whole)
6. The teacher tells the students that next time they will be challenged to work with
fractions that have denominators bigger than four. Much later they will learn that
some fractions are equal to each other, even if they look different. For example,

is equal to

2
. (Preview of future lesson)
4

Assessment
Formative:

Students will be formatively assessed in the opening when they are asked to
review shading a certain fraction and the teacher checks their answers on their

whiteboards.
Students will be formatively assessed when they write their answers on their

white boards throughout the presentation.

Students will be formatively assessed when they answer questions orally

throughout the lesson.

Students will be formatively assessed during guided practice as the teacher

monitors student work.

Students will be formatively assessed during the closure of the lesson when the

teacher asks the students what they learned.

Students will be formatively assessed while the teacher reads the story during the
closure of the lesson and asks the students fraction questions using what they

learned today.
Struggling students will be formatively assessed when the teacher reviews the
lesson with them at the back of the room as they work with manipulatives.
(Alternative Strategy)

Individual Measurability:

Students will be individually assessed when they hold up their answers on their

white boards throughout the lesson.

Students will be individually assessed when they answer questions throughout

the presentation and closure.

Students will be individually assessed when they hand in their completed
worksheet.

Struggling students will be individually assessed when they are using

manipulatives at the back table working along side the teacher.

Summative:

Students will be assessed at the end of the chapter. A portion of the test will
contain problems using fractions. Students will need to understand how to read,
write, and depict fractions on the test.

Differentiation
Content:

Visual learners will benefit from the visuals throughout the lesson. (Learning

Styles)
Auditory learners will benefit from the step-by-step guidance to determine each

fraction throughout the presentation of the lesson. (Learning Styles)

Struggling students will use manipulatives to help them understand the material.

This benefits both visual and kinesthetic learners. (Learning Styles)

The teacher uses familiar items such as cookies and pizza to depict fractions.

(Interests)
Advanced students will draw their own shape, divide it into equal parts, as well as
shade and label a fraction of the shape. (Readiness)

Process

Students will be working in heterogeneous pairs to complete their worksheets

allowing advanced and average students to help lower learners during guided

practice. (Instructional Grouping)

The students desks are arranged in heterogeneous groups encouraging lower
learners to learn from advanced students, not only in this lesson, but also
throughout each school day. (Classroom Organization)

The students move from their desks to the carpet to hear the story at the end of the

lesson. (Classroom Organization)

Struggling students will be brought to the back of the room to work with
manipulatives to gain a better understanding of the material. (Input) (Classroom
Organization)

Product

Struggling students will be brought to the back table to review the material they
do not understand. They will use manipulatives to help them visualize fractions

and will be guided by the teacher. (Task)

Advanced students will be encouraged to draw, color, and label their own shapes

as described in step 5 of guided practice. (Task)

The students will be challenged to work with fractions with denominators higher
than four later in the chapter and will be tested on them. Struggling students will
concentrate on extra practice with fractions with denominators no greater than
four or five on the test. (Test)

Technology

The SMART board will be used during the opening to show the fraction video.
The SMART board will be used throughout the entire presentation.