Intern/Resident

Jackie Hammonds

Mentor

Jennifer Disman

Liaison

Rhonda Clark

Subject/Grade Level

2nd Grade Math/ Fractions

Projected Length of Lesson

45 minutes

Date

April 20, 2015

Specific Instructional Objective

3(A) partition objects into equal parts and name the parts, including halves, fourths, and eights, using
words
3(B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the
fractional parts, the larger the part;
3(C) use concrete models to count fractional parts beyond one whole using words and recognize how
many parts it takes to equal one whole; and
3(D) identify examples and non-examples of halves, fourths, and eights
Rationale Students will understand parts of a whole (fractions).
Media/Technology/ Materials
baggie of 20 M&M's per student
M&M worksheet for each student
Flip chart on fractions

Accommodations
The students will identify fractions and parts of a whole in a variety of ways.

ADD, ADHD- Assist student in starting their work. . Provide positive reinforcement. Use
Appropriate proximity
Dyslexia - Offer to read material to student. Use multi-sensory approach when teaching.
LD - Shorten worksheet. Use concrete methods. Allow more time to complete work. Ask
probing questions to ensure learning and promote communication.
Visually Handicapped - adapt materials to an appropriate format. Use worksheets with black
lines. Prepare classroom environment. Use appropriate proximity.

LEARNING ACTIVITIES

Introductory Activity To introduce the Lesson, students will be asked to sit in the front of the room
on the carpet. Using the Promethean board and the flip chart, the teacher will discuss and review
fractions.
Procedures for the Lesson

Information Giving
Once the class finishes the discussion and review on fractions, explain the next step of the lesson.
Students will each be given a M&M's worksheet and a bag of M&M's. They are not to open their bag
until instructed to do so. After they have received their worksheet, they are to return to their desk and
have only the worksheet and a pencil.
Tell the students to write their name on their paper. Before you pass out the bags of M&M's
remind the students again not to open them until instructed to do so.
Pass out the bag of M&M's. Tell the students to guess how many M&M's are in their bag without
opening it. Have them write their answer on the line under step 1.
After everyone has written their guess down. Tell the students that they may open their bag and count
how many M&M"s are in their bag, but not to eat any.
Then have the students write the fractions down for each color. Make sure the students understnad that
not everyone will have the same answer.
Go through each of the steps from the worksheet with the class.

Modeling/Providing ExamplesGive the class an example of step 3 on the worksheet. For example: There is a total number of 20
M&M's. There are 6 red. So on the line for red write

6
20

Checking for Understanding - Ask students

During the lesson ask students to tell the class what fraction they have of
a certain color
Ask students to share their answers.

Guided Practice - Under the supervision of the teacher, students will complete the M&M's
worksheet.
Independent Practice - Students will answer their own fraction questions according to the M&M's
they have.
Closure/Culminating Procedure Ask the students:
How many students are in this class?
What fraction of students are boys?

What fraction of students are girls?

What fraction of students are wearing shorts.