Title of Lesson: Cutting Fractions

Date: April 11th, 2017

Objectives:
Students will be able to discuss fractions in the real world.
Students will be able to create 1 whole, , , and fractions .
Students will be able to correctly create and label a visual of fractions.

Standards:
CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
CCSS.MATH.PRACTICE.MP4
Model with mathematics.

Sources:
This lesson was adapted from: http://mashupmath.com/

Accommodations:
The construction paper will be precut into three inch horizontal strips. If a student
needs help folding the paper, teachers will be available to help.
If a student is struggling to think of real world examples or fractions, they will be
allowed to discuss and brainstorm with their neighbors.

Equipment/Materials:
Scissors, construction paper (five strips of different colors, cut into three inch
horizontal strips), ruler, markers, glue, one piece of white paper

Procedures:
The teacher will ask the students the pre-assessment questions about fractions.
Does anyone know what a fraction is?
When would you use a fraction?
When would using a fraction be helpful?
The teacher will call on students and respond to their answers accordingly.
After the students discuss what they already know about fractions, the teacher will
then introduce the fraction visual that the students will be making.
The teacher will hand out a large piece of paper to each student, along with their first
strip of construction paper.
The teacher will then ask them to pick up the first colored strip and write in marker
one whole = 1/1. The teacher will then ask what the think one whole is, the teacher
will explain the answer.
The teacher will then display the visual and point to where it belongs.The students
will then be asked to glue the piece of paper to the top of the paper.
The teacher will ask what a half is.
When would you cut something in half?
The students will discuss their answers with their neighbors. When they have
had an opportunity to share, the teacher will call the class back together and
continue with the activity.
The teacher will ask them to pick up the next colored strip. They will be asked to
fold the strip in half. The teacher will display how to correctly fold the paper. Once
the paper is folded,the students will draw a line down the folded crease. They will
then be asked to write on both sides. Once they have folded the paper they will
be asked to place the two halves on top on the whole.
What do the two halves create? The teacher will prompt to get the answer
Together they create a whole
They will then glue this strip of paper under the first strip. Again the teacher will
display the visual as an example.
This process will be repeated for the fractions , , and 1/16. If there is time
remaining the teacher will proceed to do the extension activity. Then the teacher will
ask if their is any remaining questions.

Questions:
The pre-assessment questions.
What is something that you would cut in half/fourths/eighths/sixteenths?

Pre-assessment:
The teacher will ask the students the following questions:
Have you ever seen a fraction?
What is a fraction?
When would you use a fraction?
When would using a fraction be helpful?

If the students are struggling the teacher can also help provide answers.

Formative Assessment:
Students will be assessed based on their ability to answer the teacher's questions
on fractions. They will also be assessed based on their final copy of their individual
fractions visual. The teacher will look over the students fraction visual and examples
and assess the students understanding.

Extension activities/back up plans:

On the back of their large piece of paper, the students will be asked to draw a visual
representation of each of the fractions that they learned during the lesson. Example
a pizza cut in half to represent , or a cake cut into 8 pieces to represent . The
students will label their work. The teacher will look over these as another way to
check for understanding.