Molloy College

Division of Education

Teacher Candidate: Alissa Fernstrom College Supervisor: Darren Raymar

Content Area: Mathematics Cooperating Teacher: Nick Calandrella
Grade: 2 Lesson# 1 Topic: Fractions Date: December 5, 2017
School District: Rockville Centre School: Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a lesson on the concept of a half, students will be able to split different two-dimensional
shapes into equal halves and complete three workbook pages and an exit ticket, getting at least 2
out 4 correct on the exit ticket.

NYS-NGLS / +NYS STANDARDS AND INDICATORS

Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-K.OA.3
Domain: Geometry
Cluster: Reason with shapes and their attribute.
Standard: Partition circles and rectangles into two, three, or four equal shares. Describe the
shares using the words halves, thirds, half of, a third of, etc. Describe the whole as two halves,
three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape.

Indicator: This will be evident when students complete their math workbook pages and
the exit ticket.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Writing Standards
Research to Build and Present Knowledge
2W7
Recall and represent relevant information from experiences or gather information from provided
sources to answer a question.

Indicator: This will be evident when students use the new information provided to them
to complete the worksheets and exit ticket.

INSTRUCTIONAL RESOURCES

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Workbook Pages 114-117 Napkins
Exit Ticket Struggling Cookies
Exit Ticket Average Expo Markers
Exit Ticket Advanced Whiteboard

MOTIVATION (Engaging the learner(s)*)

Students will be paired up, given a cookie and presented with the problem of needing to split it
with their partner.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. (Motivation) Students will be paired up, given a cookie and presented with the problem of
needing to split it with their partner. (How would you split the cookie between the two of you?
Would you both want your part of the cookie to be the same size? What is another word math
word we could use for “same size?”)
2. Teacher will introduce the topic of fractions and make a semantic graph about what the
students already know about them on the whiteboard. (What is a fraction? What else do you
know about fractions? Where do you see fractions in your everyday life?)
3. Teacher will explicitly teach about what a half is and explain that they must be equal parts of
the same whole. (What is a half? Do two halves have to be equal? To split things in half, do
they need to be a part of the same whole?)
4. Students will complete workbook pages 114-116. (Are you splitting the shapes in half? Could
this shape be split another way?)
5. The teacher will review the workbook pages and discuss how different shapes are split into
halves in different ways. (How did you split the shape in half in question 1? Who else split
their shape that way? Did anyone split this shape a different way? How? How do you know
these two halves are equal? What shapes do you get when you split this shape in half?)
6. To close the lesson, students will complete an exit ticket.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
Indicator: This will be evident when the teacher is teaching students what a half is.

Discussion
Indicator: This will be evident when students are discussing the different things they
know about a half.

Modeling
Indicator: This will be evident when the teacher models how to correctly split a cookie
into equal halves.
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 ADAPTATIONS (Exceptionality*)

• The student who struggles to draw a straight line will be provided with a ruler.
• The student who struggles with grapho-motor skills will be provided with a pencil grip.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: These Students will receive an exit ticket which strictly asks them to split
shapes circles, squares, triangles, and rectangles into halves.

Average Students: These students will receive an exit ticket which asks them to split a circle and
a square into halves and then to identify if two shapes are split into equal parts.

Advanced Students: These students will receive an exit ticket which asks them to split a
pentagon and a trapezoid in half and then to identify if two shapes are split into equal parts.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

• Students will be continuously assessed throughout the lesson by the questioning of the teacher.
• Students will complete an exit ticket and correctly answer 2 out of 4 questions.

INDEPENDENT PRACTICE

Following the lesson on the concept of halves, students will complete workbook page 117 for
homework.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention: The teacher and the student, together, will use fraction bars and
fraction circles to further reinforce the concept of halves being equal parts of the same whole.

Academic Enrichment: Students will play a computer game, Thirteen Ways of Looking at a Half,
on PBS Kids. (http://pbskids.org/cyberchase/math-games/thirteen-ways-looking-half/)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 REFERENCES

New York State Department of Education. Next Generation Learning Standards for English
Language Arts and Literacy. Retrieved from
http://www.nysed.gov/common/nysed/files/
nys-next-generation-ela-standards.pdf

New York State Department of Education. Next Generation Learning Standards for
Mathematics. Retrieved from http://www.nysed.gov/common/nysed/files/nys-
next-generation-mathematics-p-12-standards.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language