Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more ➡
Standard view
Full view
of .
×
0 of .
Results for:
P. 1
Fractions Lesson Plan

# Fractions Lesson Plan

Ratings: (0)|Views: 316|Likes:

categoriesTopics, Art & Design

### Availability:

See More
See less

03/02/2012

pdf

text

original

East Central Elementary
UBD Teaching Unit
Velvet L. Ferrari

Name: Velvet Ferrari School: East CentralGrade Level: 2 Subject: Math/Fractions Week of:
Backward Design TemplateEstablished Goals: (i.e., Standards)
M2N4. Students will understand and compare fractions.
a. Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as arepresentation of equal parts of a whole or of a set. b. Know that when all fractional parts are included, such as three thirds, the result is equal tothe whole.
Standards for the 21st Century Learner:
1.1.1
Follow an inquiry- based process in seeking knowledge in curricular subjects, and make thereal- world connection for using this process in own life.
1.1.6
Read, view, and listen for information presented in any format (e.g., textual, visual, media,digital) in order to make inferences and gather meaning.
1.2.3
Demonstrate creativity by using multiple resources and formats.
2.1.3
Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.2.1
Demonstrate flexibility in the use of resources by adapting information strategies to eachspecific resource and by seeking additional resources when clear conclusions cannot bedrawn.
2.3.1
Connect understanding to the real world.
3.1.1
Conclude an inquiry- based research process by sharing new understandings and reflectingon the learning.
3.1.4
Use technology and other information tools to organize and display knowledge andunderstanding in ways that others can view, use, and assess.
3.1.6
Use information and technology ethically and responsibly.

Name: Velvet Ferrari School: East CentralGrade Level: 2 Subject: Math/Fractions Week of:
Identify Desired ResultsWhat overarching understandings What are the overarching “essential”are desired? questions?*
top number represents how many *Why is it important to identify fractions as parts of a set or whole representations of equal parts of a whole or a set?*bottom number represents the total * Why is it important to label fractions asobjects of the set representations of equal parts of a whole or a set?*mixed number represents more than * Why is it important to compare fractions asone whol and a fractional part representations of equal parts of a whole or a set?*represent halves, thirds, fourths, sixths, *If you have two fractions, how do you know which iseigths, and tenths greater or has more value?*where fractions love on the number * How do you know how many fractional parts make aline whole?
What will students understand What “essential” and “unit” questions willAs a result of this unit? focus this unit?*
Fractional parts are equal shares of a
*
What is a fraction?whole number, object, or set. * What do the parts of a fraction tell us?*The more equal sized pieces that form
*
What is a mixed number?a whole, the smaller the pieces will be. * What do the parts of a mixed number tell us?*When the numerator and denominator
*
Where do fractions live on the number line?
are the same, the fraction equalsthe number one or one whole.*Mixed numbers represent morethan one whole and a fractionalpart of another whole.*Fractions live between (and on)the whole numbers on thenumber line.

## Activity (1)

### Showing

AllMost RecentReviewsAll NotesLikes