Name: Lisa Rakestraw

Subject: Math
Components
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Content Standard:
Choose ONE standard. Be sure
to write out the entire standard,
not just the number.

Learning Objective:

Pima Course: EDC271

Topic: Geometry

Grade Level:2
Duration:40 min
Description of Plan
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. 2.G.A.3
Students will be able to draw a diagram which shows circles divided
into two, three, and four equal shares, describe the shares in
writing using the words halves, thirds, half of, a third of, etc., and
describe the whole in writing as two halves, three thirds, four
fourths.

Choose ONE objective that

leads toward mastery of the
standard
Must be specific,
measurable, and realistic.
Must have at least two parts: Mathematical Practices:
Reason abstractly and quantitatively. 2.MP.2.
learning and behavior

Construct viable arguments and critique the reasoning of others.

2.MP.3.
Attend to precision. 2.MP.6.
Look for and express regularity in repeated reasoning. 2.MP.8.
Pass out to the whole class blank circles and instruct them to create
Anticipatory Set:
Sometimes called a "hook" a pizza however they would like using their colored pencils. Divide
the class into small groups. Each group should have 4-5 members.
to grab the student's
Tell the class that you want them to divide one pizza into two equal
attention
Focuses student attention on pieces, one into three equal pieces, one into four equal pieces, and
one into five equal pieces if they they have five people in their
the objective and the
group. One pizza should remain uncut. Call on each group to share
purpose of the lesson
Activates prior knowledge how they decided to cut the pieces equally and how they know the
pieces are equal.
Requires ACTIVE
PARTICIPATION from ALL
10 min
learners

Teaching-Input:
Using effective and varied
strategies, the teacher provides
information for students to gain
the concept, strategy, or skill.

Today we are going to talk about some of the fractions in an area model. You recognize that
when you cut a circle into three equal pieces, each piece will equal one third of its original
whole. In this case you should describe the whole as three thirds. If a circle is cut into four
equal pieces, each piece will equal one fourth of its original whole and the whole is described
as four fourths.
Can equal shares be different shapes within the same whole?
Key Vocabulary Terms: Equivalency, Rows and Columns, Rectangles, Squares, Triangles

3 min
The teacher takes a piece of playdough and puts it on a laminated
Teaching-Modeling:
Demonstrate and show examples one-inch graph paper to make a square. Using a plastic knife she
of what students are expected to cuts it into four smaller squares. Then asks the class how else
do (how to solve the problem,
could a square be cut into four equal pieces (corner to corner, four
answer the question, do the
columns). What about a rectangle, with 2, 3, or 4 equal parts, how
activity etc.).
many different ways could you divide them?

5 min
Check for Understanding Check for Understanding built into Closure. As every student will
Various strategies that are be turning in a Math Journal and Activity Page this is an additional
opportunity to check for understanding and then revisit in the
ongoing throughout the
future depending on the level of understanding the class has
entire lesson.
achieved.
Enables teacher to
determine whether ALL
students have "gotten it."

Guided Practice:

Individually students experiment with creating squares and

An opportunity for each student to rectangles on laminated one-inch square graph paper. Students
demonstrate new learning by
draw their findings in the Math Journal, labeling the parts as oneworking through an activity or
half, one-third, etc. and the wholes as two halves, three thirds, etc.
exercise with the teachers
guidance.

12 min
In pairs students share their discoveries that they wrote in their
Actions or statements made math journal with each other. Do they think they have found all the
by teachers AND students ways to equally divide circles, squares, and rectangles? The
teacher calls on students randomly to share their discoveries with
that summarize lesson
objectives.
the class. Who found the most? Were all the partitions equivalent?

Closure:

Essential for helping

7 min
students integrate ideas,
make sense out of what has
just been taught, and to
improve their chances of
retention and transfer.

Independent Practice:

2.G.A.3. Activity Sheet (See Attached).

AFTER proper closure, it is

important to provide time for
3 min
additional practice. It may be
group or individual work in class
or it might be homework.

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Assessment &
Differentiation Options
How you will reach diverse
learners by varying the:
Content

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Students with learning disabilities may require a more scaffolded

approach. Cloze notes, graphic organizers, and anchor charts may
be useful.

Process
Product

This lesson could easily be adapted to be worked on any simple

drawing program that has a shape and line tool. Even Google
Slides has many shapes that students can work with to practice
dividing them into equal portions. Students can create their own
random shapes and try dividing them into equal parts, defending
how they chose to divide the shape.
List of Materials, Handouts and other Supplemental Documents:
21st Century Learning:

Includes technology as well as

the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.

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Activity Sheet found at http://fractionbars.com/CommonCore/Gd2Les/p36Les4Gd2.pdf (page 3)