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DETAILS
Nichelle Plivelic
ELA-Math
2nd grade
60-90 minutes/an hour and a half
Objects can be divided into fractions, with each
part being an equal size, and when put together
make a whole.
Essential
Questions
Essential Questions
PA/Common
Core/Standards
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
CK
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
ELLs:
Speaking-students will record their voices when talking
in small groups. Listen for them to correctly pronounce
words.
Writing-students will write whether an object is divided
into halves, thirds, or fourths. The teacher will read
their answers to make sure they can write the answers
correctly
Reading-objectives and vocabulary should be written on
the board. There may also be written instructions
during the lesson.
Listening-the students will work in small groups and
listen to each others ideas. They will also listen to what
the teacher says.
Family-in this lesson, they are pretending the paper is
like a cookie. Maybe the students could discuss what
types of round foods their families enjoy.
Culture-instead of pretending the paper represents a
cookie, they could substitute any round food common
in their native culture.
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE
CK
Activating Prior Knowledge
Key Vocabulary
Vocabulary
Fourth: One of four equal parts of a
whole.
Fraction: A part of a whole. Fractions
have numerators and denominators.
Half: One of two equal parts of a whole.
Third: One of three equal parts of a
whole.
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
PreAssessment of Students
2 halves = 1 whole
Distribute a paper circle 4 in diameter to each
student. Hold a paper circle up. Ask four
students to come up to the front of the class.
Ask, If this was a cookie, how could you cut
the cookie so these four friends each get the
same amount? Ask students to try to fold the
circle to partition it into four equal parts. When
students appear to be finished with the folding,
ask, How did you fold your cookie so you
have four equal parts? How are you sure
each part is equal in size?As students are
working, walk around and assess their work.
After students complete their folding, have them
cut along the lines to be sure all parts are equal
the picture.
4 fourths =
1 wholeDistribute a paper circle 4 in diameter to
each student. Hold a paper circle up. Ask
students, If this was a cookie, how could you
cut the cookie so both you and two of your
friends, a total of three people, each got the
same amount? Ask students to try to fold or
cut the circle to partition it into three equal parts.
When students have had the opportunity to
realize the difficulty of this task, ask, Were you
able to fold or cut your cookie so you have
three equal parts? Explain that dividing
shapes into three equal parts is often more
difficult than dividing into two or four equal parts.
Give each student a paper circle 4 in diameter
that has cut lines indicating thirds of the circle
(M-2-5-2_Partitioning Circles into Thirds.docx).
Ask students to use scissors to verify that these
3 thirds = 1
wholeDistribute three copies of each shape
(triangles, squares, and rectangles) from the
Partitioning Shapes sheet (M-2-5-2_Partitioning
Shapes.docx) to each student (a total of nine
shapes per student). Ask students to partition
each shape into halves, thirds, and fourths.
Students should also tape or glue these shapes
into their math journals. Partitioning the shapes
into thirds will be the most challenging for
students. You may have to work together as a
class to partition some shapes into thirds.
Providing the Independent Practice
Transition
Homework/Assignments
The students can complete a worksheet that involves
identifying other objects being divided into halves,
thirds, and fourths, to show if they understand the
concept and how it can relate to other shapes, too.
Reading
scissors
Materials
circles cut from paper, 4 in diameter, at least
Technology
Equipment
three for each student; or use the Partitioning
Supplies
Teacher
Self-reflection