Gwynedd Mercy University

School of Business and Education

Name: Megan Brass Grade/Level 2

Topic: Math with Art Integration

PA Core or Academic Standard(s): PDE STE: 2.3 Geometry

Big Idea(s): Partitioning shapes into halves, quarters, and thirds

Essential Questions: How can we evenly partition different shapes?

What is the purpose of partitioning?

Objective/Performance Expectation: What will students know and be able to do as a

result of this lesson?
Students will be able to partition different shapes by designing their own pizza with
different “slices”.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction).

My class is a second-grade general education classroom with 23 students,

13 girls and 10 boys. There is one student with an IEP. There is one
student with a vision impairment so I will place that student near the front
of the classroom. To address the needs of all learners, I will have students
work with others throughout the lesson, and desks will be arranged in
groups to enhance interaction among students.

2. List the specific standard and expectations as outlined in the PA

Core/Academic Standards (SAS).

2.3 Geometry
2.3.2.A.2 Use the understanding of fractions to partition shapes into
halves, quarters, and thirds.

3. Explain the psychological principles/theories you used in constructing this

lesson.

Skinner’s theory is shown in this lesson by the marble jar. This is positive
reinforcement so the students can work towards having an ice cream party.
I will use Cooperative Learning in this lesson. Cooperative Learning is the
learning through partners and peer work for students. I will have activities

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 to enhance Cooperative Learning, including students working in pairs
throughout the lesson. Having them work in pairs gives them the
opportunity to hear new ideas as well as meet new people.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.

 Teacher materials are prepared and ready at the front of the room
 Centers, including supplies, and desks for students are arranged
accordingly to correlate with the lesson
 Students put materials away and sit at their desks as soon as they
enter the room
 Students view the board to see if they are to begin with something
specific, and do so if they need to

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior.

 Behavior chart with purple, green, yellow, red colors (purple

correlates to exceeding expectations and students on purple will
put two marbles in the marble jar instead of one)
 Marble jar and ice cream party once it is filled
 Classroom rules posted and signed by all students

6. Identify what you will do to establish expectations for student

achievement.

 Make clear that I expect good behavior all day

 Have models for each part of the lesson
 Model the correct way to do an activity
 Post learning expectation on the board

III. INSTRUCTION:

List Materials Needed

 Circles cut from paper, three for each student
 Crayons and markers
 Partitioning worksheet, one for each student
 Footprint paper

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7. Motivation Activities/Strategies:
How will you generate interest or focus your lesson for the students?

I will generate interest by showing images of pizza on the board and

asking who likes pizza, and what their favorite kind of pizza is. I will then
tell the students we will be making our own pizzas today on paper.

8. Prior Knowledge Activities/Strategies:

How will you activate prior knowledge, build background, or review
previous lessons?

Ask questions about the topic in general (What shape is a pizza? Can we
divide a pizza into different slices? Can we cut it into different numbers of
slices?)

9. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.

 Tell students we will be learning about partitioning shapes by

making a pizza and creating slices out of it
 Display pizza images
 Ask students what shape a pizza is
 Ask if we can divide a pizza into smaller slices
 Ask if we can cut it into different numbers of slices
 Have students talk with their shoulder partner on how we can
divide a pizza into different numbers of slices
 Display PowerPoint
 Go over PowerPoint slides that covers the topic of partitioning
shapes into halves, quarters, and thirds
 Give each student a circle that is cut in half, a circle that is in
quarters, and a circle that is in thirds
 Have students color and design their own pizza in one of the
halves, one of the quarters, and one of the thirds of their own pizza
 Play music and students will walk around trading their papers with
other students until the music stops and everyone has a new set of
circles
 Students will sit once the music stops and color in one half, one
quarter, and one third of the new pizzas they have
 Repeat the process with the music and trading pizzas until
everyone’s pizzas are fully decorated
 Have students return the pizzas to the correct person that it started
with

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  Students will correctly label the fraction to the correct part of the
pizza once they receive theirs back
 Hand out worksheet
 Students will complete the worksheet handed out
 Walk around and help if needed
 Students will write on their footprint paper one thing they are
“walking away” with from this lesson
 These footprints will be added to our gallery of footprints from
every lesson

10. Level of Learning/Assessment Evidence

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s
Taxonomy)?
Identify what informal and/or formal assessments you will use to monitor
student learning. Also identify if this will be formative or summative.

Students will design a whole pizza and partition it into either halves,
quarters, or thirds. (formal)

I will walk around and observe my students doing the work. This will
ensure they are understanding and I can see who need additional help.
(informal)

11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow?

I will do a “footprint” closure. Each student receives one piece of paper

shaped like a footprint and they write one thing they are “walking away”
with from today’s lesson. These footprints will be added to the students’
collection as we do a footprint after each lesson. This way, they will have
many footprints of things they learned this school year.