Lesson Plan Direct Instruction
Name of Teacher Candidate
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools
Terms/Vocabulary
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Azucena Ferrufino
2nd grade
50-minute lesson
The students will view a presentation on real world examples and
nonexamples of fractions. Then the students are going to help the teacher
figure out how she can share a pizza, chocolate bar, and a cake with the
second grade team. The students will then have the opportunity to work with
geoboards in order for them to partition different shapes into halves, fourths,
and eighths. Finally, the students will be given an activity where they will
have to partition 2D shapes into halves, fourths and eighths. Students are
encouraged to color the fraction parts.
2.3A –partition objects into equal parts and name the parts, including
halves, fourths, and eighths, using words
N/A
I will partition objects into equal parts and name the parts including halves,
fourths, and eighths, using words.
Fraction - equal parts of a whole
Partition - dividing into equal parts
Halves - two equal parts
Fourths - four equal parts
Eighths - eight equal parts
Horizontal line - a straight line going from left to right
Vertical line - a straight line going up and down
Diagonal line - a straight line that goes from one corner to an opposite
corner
PowerPoint
Document camera
Laminated pizza cut out - volunteer students will come up to partition the
pizza cut outs into equal parts.
Laminated cake cut out - volunteer students will come up to partition the
pizza cut outs into equal parts
Laminated chocolate bar cut out - volunteer students will come up to
partition the pizza cut outs into equal parts
Geoboards - each student will receive a geoboard so they can partition
different shapes
Rubber bands - used to create the different shapes and partition the shapes
Color pencils - students are to color fractional parts during the independent
part of the lesson
Lesson Plan Direct Instruction

Lesson Procedures
The teacher will begin the
lesson by asking for a
definition of a fraction and
writing it on the board.
The teacher will ask the
students, “Who can tell me
what a fraction is?”
The teacher will then show the
students a PowerPoint with
real-world examples and non-
example fractions. The Teacher will call the
PowerPoint consists of students to the carpet.
The PowerPoint will
examples and nonexamples of
Focus/Anticipatory Set be displayed on the
halves, fourths and eighths the Students will all be
5 minutes while board with the
teacher has seen in her sitting at the carpet
projector.
environment (Starbucks, while the teacher
around the neighborhood, and shares the PowerPoint.
around the University of
Houston).
The teacher will allow the
students to make observations
on what they see. Students
will be encouraged to talk to a
partner about what they see.
The teacher will call on 3
students to share what they
observed from the pictures.
Content-input The teacher will have a cut Teacher is working with Laminated pizza -
10 Minutes outs of pizzas. The teacher will the projector. students will come up
tell the students that she has a and demonstrate how
pizza she wants to share fairly Students are sitting at they can partition the
with Mrs. Beck. their tables. pizza into halves
The teacher can ask the
following questions: Some students will Laminated chocolate
● “What are some come up to the bar - students will
different reasons I projector in order to come up and
may need to share partition the objects. demonstrate how
this pizza?”) they can partition the
● What are different chocolate bar into
ways can you fourths
demonstrate how the
pizza could be cut? Laminated cake -
● What do you notice students will come up
about the pieces? and demonstrate how
The teacher will say to the they can partition the
students, “I have a chocolate cake into eighths.
bar and I want to eat it all.
Lesson Plan Direct Instruction
How much would I be eating?
Then Ms. Jefferson comes in –
well, I want to share my
chocolate bar with her – so
now what do I need to do?
Before we have a chance to
eat it, Ms. G and Ms. L come
in and say they would love
some. So now what do I need
to do?”
Students will be given an
opportunity to discuss ways in
which this could be done.
Teacher will call on a student
to come demonstrate how the
chocolate bar can be
partitioned.
The teacher can ask the
following questions:
● What do you notice is
happening to the
pieces as they are
being partitioned?
● Why is this happening
to the pieces?
● Would the teachers be
happy with the piece
they got?
● Would the teachers
think it was fair the
way the chocolate bar
was shared?
● Why do you think the
teachers feel this
way?

The teacher will say, “Mr.

Linse’s birthday was on
Sunday, so there is a cake he
wants to share with the 2nd
grade team. Mrs. Beck, Mrs.
Giraldo, Ms. Loza, Ms.
Jefferson, Mrs. Ramos, Ms.
Fino, and Mrs. Ellen.”
The teacher may ask the
following questions:
● What is happening to
the pieces of cake as
they are being cut?
Lesson Plan Direct Instruction
● Let’s say the cake was
cut into fourths. Would
you want a fourth of
the cake or an eighth
of the cake?
● What are other objects
that could be cut into
eighths?
Each student will have their
math journal. In their math
journal, the students will need
to draw the object we are
partitioning. Students are also
expected to write in complete
sentences the fractional
amount each person will be
receiving. The students may
have the following sentences:
“Mrs. Beck gets one half of the
pizza.”
“Mrs. Loza gets one fourth of
the candy bar.”
“Each person gets one eighth
of the cake.”

Guided Practice Each student will receive a
15 minutes geoboard and a couple of
rubber bands. The teacher will
remind the students of the
expectations when working
with the geoboards.
The teacher will ask the
students to make a 2D shape
on their geoboard with the
rubber bands.
The teacher will point out to
the 2D anchor chart that was
completed during the last unit.
Once the students have their
shape ready the teacher will
instruct the students to
partition their shape in halves,
fourths, and eighths. Students
will turn and talk to their table
mates to make comparisons.
The teacher will allow students
some sharing time. The
students’ work may be shared
on the document camera so
The teacher will Geoboards- students
dismiss the students will get a visual on the
back to their seats. shape and the equal
parts.
Table leaders will get
the geoboards and Rubber bands -
rubber bands for their students will use to
table mates. create and partition
the shape.
Students will be
working at their tables.
Teacher will be walking
around from table to
table in order to check
for understanding.
Lesson Plan Direct Instruction
that other students may see
the example.
The teacher may ask the
following questions:
● What shapes worked
best when partitioning
in halves, fourths,
eighths?
● What shapes did not
work when you tried to
partition into halves,
fourths, and eighths?
The students will be instructed The teacher will instruct
to partition different shapes the table leaders to
into two, four, and eight equal collect the geoboards
Independent Practice parts. After the students have and rubber bands.
15 minutes partitioned the shapes the
student will need to label each Students will be seating
1 11 at their tables.
fractional part.
2 48
The teacher will ask students
Table leaders collect
to share something they
the independent
learned and something they
practice assignment.
are still wondering as a way to
Closure move forward to another
Teacher calls students
5 minutes lesson. The teacher can say,
to the carpet
“I’m glad you are wondering
about that. We can definitely
Students sit on the
explore that in another
carpet.
lesson.”

Potential Challenges/Plan B
If students are not following the expectations that are required of them with the geoboard and rubber bands, the
student’s geoboard will be replaced with a printed-out geoboard where they can still participate with the activity.
The student would just have to draw their shape on the paper geoboard and partition it by drawing lines.

Assessment
The teacher will be walking around as an informal assessment. The student’s independent practice will
serve as the lesson’s assessment and will be used to complete the SAC chart. The students are to partition
different 2D shapes into halves, fourths, and eighths.