2013-2014 UMU Lesson Plan Template

Name: Kacey Fleming G a!e Le"el: Grade 2 $%&'ect: Mat(

Date: February 11, 2014 #lass Pe io!: Afternoon Lesson ) * Title: Equivalent Fractions

+ig ,!ea-Lesson Foc%s: To provide experiences wit t e idea t at !any different fractions can na!e t e sa!e fractional part of a w ole" .ssential /%estion: #ow can !odels be used to co!pare fractions wit li$e and unli$e deno!inators%

#onte0t 1o Lea ning: My class

is a 2nd grade classroom. The age ranges from 7-9 and there are 23 students in the class. There are 12 boys and 11 girls. Most of the class is Caucasian students except for the 2 frican merican students. !e ha"e 2 students on speech and language #$%&s 'ho are both 'or(ing on expressi"e language and ho' to articulate their thoughts to others. There is 1 child on an $motionally )isturbed #$% and has a full time aide in the classroom. There are three children medicated for ADD or ADHD, as well as another student who is identified ADHD, but not medicated. An additional student has been identified and medicated for both ADHD and ODD. Three of the students who are medicated are currently undergoing adjustments to their medications.
F%nction o1 t(e Lesson 2c(ec3 all t(at apply4:

&ntroduce 'ew ($ill or )ontent *ractice

#ontent $tan!a !s: 25G53: *artition circles and rectan+les into two, t ree, and four equal s ares, describe t e s ares usin+ t e words alves, t irds, alf of, a t ird of, et" and describe t e w ole as two alves, t ree t irds, four fourt s" ,eco+ni-e t at equal s ares of identical w oles need not ave t e sa!e s ape" Lea ning 6&'ecti"es: Given construction paper and w ite circles, students will create a fraction snow!an in order to produce . or !ore equivalent fractions, wit 100/ accuracy" 7ca!emic Lang%age 2o 75L5 Deman!s8 75L5 6&'ecti"es4: equivalent, equivalent fractions, alves, fourt s, sixt , ei+ t s, equal ,nst %ctional Mate ials an! $%ppo t: !at 0ournals, p+" 21. in !at !asters, scissors, +lue, strai+ ted+e fro! pattern2 bloc$ te!plate, blue construction paper, crayons, pencils, w ite circles P io Kno9le!ge: T e students ave prior $nowled+e of wor$in+ wit circles and dividin+ t e! up into equal parts" T ey ave wor$ed wit labelin+ fractions wit in a circle and ot er s apes" T ey don3t ave any experience wit equivalent fractions except for $nowin+ t at 142 is equal to 244" 7ssessments: 5 P e-7ssessment 1o t(e %nit: T e students too$ a pre2test before startin+ t e unit" T is was to see w ere t e students were and to see ow !uc t ey $new about fractions" 5 7ssessment2s4 !% ing t(e lesson: & will be assessin+ t e students as t ey verbally answer !y questions t rou+ out t e lesson" & will also listen to ear if t ey are usin+ any of t e acade!ic lan+ua+e" & will observe t e! as & wal$ around t e roo! w en t ey are wor$in+ in t e !at 0ournals co!parin+ equivalent fractions" 5 7ssessment2s4 at t(e en! o1 t(e lesson: T e students will be !a$in+ a fraction snow!an wit 4 different parts, dividin+ t e circles into alves, fourt s, sixt s, and ei+ t s" T ey will write equivalent fractions beside t e

snow!an" & will collect t e snow!en w en t ey are finis ed and & will assess t e! on ow !any equivalent fractions t ey were able to produce" Post-7ssessment 1o t(e %nit: After all of t e lessons are tau+ t, t e students will ta$e a post2test in order to test t e! on t e $nowled+e t at t ey ave +ained t rou+ out t e unit and to see if t ey ave reac ed t eir +oal" $t ategies * Lea ning Tas3s

,nt o!%ction: & will as$ t e students w at we learned about in yesterdays lesson" T ey will answer wit 6fractions, equal s ares, and equal parts of s apes, etc"7 T en & will tell t e! t at today we will be learnin+ about equivalent fractions" & will start out wit t e !at !essa+e for t e day" T e students will eac ave p+" 2.1 fro! t e !at !asters boo$ and t ey will eac cut out t e 4 circles on t e pa+e" & will tell t e! t at we will be usin+ t e circles to learn about equivalent fractions" & will tell t e! t at an equivalent fraction is w en 2 fractions na!e t e sa!e fractional part of t e circle" P esentation-.0plicit ,nst %ction: & will ave t e c ildren label eac of t eir different parts of t e circle wit fractions li$e 144, 148, 149, etc" T en & will re!ind t e students t at no !atter ow !any pieces are inside t e circle, eac circle still represents a w ole" & will review t e words fourt s, sixt s, and ei+ t s wit t e students" & will ave t e students open t eir !at 0ournals to p+" 118 and +et t eir scissors and +lue out" & +ive t e students a set of directions as we wor$" 1" )ut t e circle t at as 4 equal parts into fourt s alon+ t e das ed lines and t en count t e!" T en t e c ildren will ta$e two of t e fourt s t at t ey cut out and +lue t e! onto t e first circle on pa+e 118 so t at alf of t e circle is covered" 2" T ey will count t e fourt s :one fourt and two fourt s; and write 2 in t e box provided" & will tell t e! t at t is s ows t at 244 is equivalent to 142 of t e circle" T is !eans t at 142 and 244 are equivalent fractions" $t %ct% e! P actice-.0plo ation: <nce & ave s owed t e students ow to co!plete one of t e proble!s, & will let t e! +o on proble! nu!ber 2" & will read t e proble!, 6)over 144 of t e circle wit ei+ t s"7 & will as$ t e! w at needs to be done first" T ey will answer wit 6use t e ei+ t s t at were cut out"7 T en & will let t e students c oose ow !any ei+ t s t at are needed" T ey s ould c oose 2" <nce t ey ave all been or+ani-ed, & will as$ t e! ow !any ei+ t s t ey need to fill in 144 and t ey s ould answer wit 62"7 <nce & see if t ey all ave 2, & will let t e! +lue t e! in" <nce t ey ave done t at, & will as$ t e! w at nu!ber +oes in t e box at t e top of t e fraction" T ey will put 62"7 & will t en as$ t e! w at t e top nu!ber of a fraction is and t ey will answer wit 6nu!erator"7 G%i!e! P actice-$peci1ic Fee!&ac3= T e students will t en continue to wor$ on t is activity on pa+e 11> in t eir !at 0ournals" & will read eac proble! to t e! before t ey +et started" T ere are 4 !ore proble!s t at will be done usin+ t e fraction circles t at t ey cut out" & will let t e students wor$ wit a partner on t e activity and finis +luin+" <nce all of t e students are done, we will +o over t e pa+e and explain ow eac fraction pair is equivalent" & will ave t e students explain and +ive t eir answers to t eir peers and we will tal$ about it" ,n!epen!ent P actice-7pplication: T e students will be doin+ an activity w ere t ey !a$e a fraction snow!an" & will +ive t e! directions at t e be+innin+ and ave !y exa!ple an+in+ up on t e board" T e snow!an will ave 4 parts to it" T e top :t e ead; will be <'E w ole and t e c ildren will !ar$ it as a w ole and decorate t e face" T e next part of t e body will be split into alves and t ey will !ar$ 142 on eac side of t e circle" T e next will be divided into sixt s and t e c ildren will !ar$ eac piece as 148" T e botto! part of t e body will be !ar$ed by 149 and t ey will divide it" T ey will use t eir strai+ t2ed+e on t eir pattern2bloc$ te!plate to !a$e sure t ey are !a$in+ equal parts" <nce t ey ave all of t eir circles split equally and decorated, t ey will +lue t e snow!an down onto a blue piece of construction paper" ?own t e side of it, t ey will write all t e equivalent fractions t at t ey can find on t e snow!an" @ en t ey are done wit t eir snow!an, t ey will wor$ on t eir !at boxes on p+" 11A in t eir !at 0ournals" & will collect t eir fraction snow!en" 2?urin+ t is ti!e, & will be wor$in+ wit t e &E* students to !a$e sure t at e stays on tas$ w ile !a$in+ is snow!an" & will wal$ i! t rou+ t e directions and eac step to !a$e sure e co!pletes it correctly" #los% e: & will +o over t e !at boxes wit t e class and !a$e sure t ey ave t e ri+ t answers" T en, & will as$ t e! to +ive !e a t u!bs up or t u!bs down on w et er t e set of fractions is equivalent or not to a series of fractions t at & +ive t e!" 22B 142C244%, 142C144%, 249C144% & will tell t e! t at to!orrow we will learn !ore about equivalent fractions"

Di11e entiation8 ,n!i"i!%ali:e! ,nst %ction8 an! 7ssessment: T is lesson is differentiated in !any different ways" T is lesson is very interactive and t e c ildren ave !ultiple visual !odels t rou+ out t e lesson t at s ow t e! w at equivalent fractions are" & +uide t e! t rou+ t e wor$s eets in t eir !at 0ournals and will repeat t e directions !ultiple ti!es" & will wor$ wit t e student on t e &E* separately and +uide i! t rou+ t e process to !a$e sure e is +luin+ in t e correct areas" T ey +et a c ance to wor$ wit partners so t ey can co!!unicate wit t eir peers and ave t e c ance to use t eir acade!ic lan+ua+e" T rou+ out t e lesson, & as$ t e! !ultiple questions to +et t eir brains t in$in+ about equivalent fractions" T e snow!an is a +reat way to $eep wor$in+ wit equivalent fractions T ey will write out equivalent fractions on t eir snow!an paper as t ey loo$ over all of t e circles" ;esea c( an! T(eo y: & will be usin+ Dloo!3s Taxono!y !et ods in order to create i+ er order t in$in+ s$ills for t e students to understand fractions and see t e! in a different way" & will ave +oals set for t e students and elp t e! wor$ t rou+ t eir -one of proxi!al develop!ent in order to reac t ose +oals" @it t is lesson, & will be tappin+ into t eir prior $nowled+e to connect equivalent fractions into t eir already existin+ sc e!a of fractions" & ave a fun seasonal pro0ect for t e students to do in order to !otivate t eir learnin+" Ey plan is to elp t e students beco!e intrinsically !otivated by +ivin+ t e! positive reinforce!ent t rou+ out t e entire lesson"