Fractional Parts of Shapes Small Group

Teacher: Kayla Woods

Grade: 2nd
Content Area: Math

1. Content and Standards:

CC.2.3.2.A.2 Use the understanding of fractions to partition shapes into halves,

quarters, and thirds.

2. Prerequisites: The students are already familiar with the procedures and routines for
the math centers. The students have background on how to log in to their chrome
books and the options that are available to them for practicing their math skills.
Students have an understanding of equal and unequal parts.

3. Materials and Equipment:

 Fraction Sort Worksheet

 Glue sticks
 Scissors
 Equal/Unequal Review Worksheet
 Chromebooks
 Pencils
 Challenge Worksheet

4. Instructional Objective: After a review worksheet and small group instruction

students will be able to identify halves, thirds, and quarters of plane shapes.

5. Instructional Procedures: Students are sorted into 4 groups based on their exit
tickets from the previous whole group lesson. Reviewing the student’s exit tickets, we
broke the class into 4 groups based on the results, with three groups needing extra
practice, some more than others. Those 3 groups will meet on for a 15 minute review
lesson, with the fourth group given a challenge worksheet. Groups 2,3, and 4 will
rotate through 3 math centers: Tech, Group, and Review. Group 1 will not be meeting
in group so will rotate through Tech, Review, and Challenge. During group they will
meet at the front table with me for 15 minutes each.

Before: Each of the groups meeting with me will begin with a review of what equal
and unequal parts of a shape are. I will explain that equal parts of a shape can be
described with fractions and unequal parts cannot. I will take any questions they
may have. Then move on to present the Fraction Sort worksheet which asks them to
cut out and sort shapes by their fractional parts. After explaining the directions on
how to complete the worksheet, I will model how to sort the shapes for them. With
Group 4, who needs the most instruction, I will model how to sort 4 shapes for them.
Asking questions of them as I go, such as, “How many equal parts does this shape
have?” and “If the shape has 2 equal parts how can we describe the parts?” With
 Groups 3 and 2, I will model how to sort two shapes for them. I will adjust the
amount I model based on their needs. Again asking them questions as I model.

During: Students will then be given the choice to work with a partner or alone on
the rest of the worksheet. They will cut out and sort their remaining shapes. As they
do so I will circle the table observing, answering questions, and providing feedback
as needed.

After: Once students are finishing up I will review the answers with them. Asking
them questions about the shapes as we review, having them help me to determine
where the shapes should go. After we have reviewed the answers I will collect their
worksheets, thank them for their hard work, and have them move to their next
center.

6. Assessment: Assessment will take place throughout the lesson. I will observe while I
model which shapes go where. Informal evaluation will also take place as I am listening
and walking around the table when they work with a partner or on their own sorting
the rest of the shapes. Lastly, I will informally evaluate the students when I review
their completed Fraction Sort Worksheet. I will use their completed worksheets as a
more formal assessment method. The students will be putting their independent
review center work in the math folders that have been provided for them and I will be
able to review these as a formal assessment as well. For group 1 this will be a great
way to check in on their progress as they will not be meeting with me.

7. Differentiated Instruction: The groups were created based on the exit ticket
information, so with the group that was given a – sign in meeting the standard I will
model and show them how to sort 4 of the shapes, asking questions along the way like
“How many equal parts?” and “If they have (insert number of equal parts here) how do
we describe the parts?” Then I will give them the choice to work with a partner or if
they prefer on their own on the rest of the sheet. We will review the sheet together
after they complete their work. For extra support I will be circling the table. For the
students in the groups with a checkmark for approaching the standard, I will model 2
with them, again asking questions. Then I will have them work with a partner or if they
prefer independently. Again I will be circling the table providing feedback or support
when needed before I review the answers with them. Depending on how they are
progressing, I can adjust the number they do with me, with a partner, and by
themselves. For two of the students in groups 3 and 2, I will cut the shapes out in
advance for them as I know they struggle with cutting. For Group 1 who are already
meeting the standard they will be provided with a challenge in one of their centers to
challenge them and further their knowledge. If they need any guidance, Mr. Smith will
be walking around offering feedback.

8. Technology: Chrome books will be used for the Tech center. The students are
familiar with how to log in to their account and with math options that they can use to
practice their fact fluency. These options include Dreambox, Prodigy, and Freckle.
 9. Self-Assessment: For the self-assessment, I will review my objectives and my assessment
techniques to see if the students have met or even approached each objective. I will be able
to look over the portion of the worksheet they did on their own and see what they
understood, what they did not, and if there are any common mistakes. I will informally use
what I observed when walking around. I can then decide if I need to adjust my approach or
not in future lessons.

Fraction Sort Worksheet: