Common Core Lesson Planner

Grade Level: 2 Teacher: Panna Yang

Subject: Math-Geometry
Select grade level appropriate standards:
1 CCSS.MATH.CONTENT.2.G.3
Common Core Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words
and Content halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
Standard(s) Recognize that equal shares of identical wholes need not have the same shape.

2 What materials and resources will you and the students need for the lesson?
Materials/ • 4 cut out circles - same size, different colors (red, blue, yellow, green) – 1 set per student
Resources/ • 4 strips of paper - same size, different colors (red, blue, yellow, green) – 1 set per student
Lesson • Large Ziploc Bag
Preparation • Pencil
• Scissors
• Notebook
What should students know and be able to do after the lesson?
3 ▪ Break a circle down into even parts (two, three, and four parts)
Objective(s) ▪ Break a rectangle down into even parts (two, three, and four parts)
▪ How to describe a whole by its even parts (half, thirds, and fourths)
▪ Identify the relationship of individual parts as it relates to one another. (Example: 2/4 is the same as
1/2)
Level 1: Recall Level 2: Skill/Concept
Level 3: Strategic Thinking Level 4: Extended Thinking

Explain how the lesson addresses each box you checked:

Level 1: Recall – Students reach this level by identifying shapes and how many equal parts there are in each
4 scenario. They will be able to name each piece as it corresponds with the whole (one-half, one-third, two-
Webb’s Depth of fourths, etc.)
Knowledge Level Level 2: Skill/Concept – Student reach this level by interpreting each scenario to produce the appropriate
about of equal pieces. They make observations about the number of equal pieces to determine the
appropriate fraction for each.
Level 3: Strategic Thinking – Students reach this level because they are comparing the different sized
pieces to one another to make a whole again. They also draw conclusions about how different sized pieces
can also be put together to equal each other (ex. 2 – one fourth pieces = 1 – one half piece).

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and discipline
Comprehending as well as critiquing Valuing evidence
Using technology and digital media strategically and capably
5
Coming to understand other perspectives and cultures
College and
Career Ready
Skills Explain how the lesson addresses each box you checked:
Students will build strong content knowledge by participating in this hands on activity where they are given
the ability to perform the breaking (cutting) of a whole piece. Students will value evidence by using the
equal parts they created to assign the parts their proper names as well as learn how to name the future ones.
Students will demonstrate independence by trying to solve each scenario on their own first before
collaboration. Students will respond to the varying demands of the lesson by participating in class
discussion, problem solving independently, and collaborating with their peers.

Communication Collaboration Critical Thinking Creativity

6
Explain how the lesson addresses each box you checked:
21st Century Critical Thinking: Students are given real life scenarios and need to reason with them to produce equal
Skills parts on a shape. The scenarios change in the amount of people and types of shapes that they are working
with. Students also need to apply reasoning when they compare different size pieces to one another and how

SAUSD Common Core Lesson Template (adapted)

 that can still make a whole.
Collaboration & Creativity: Students work together in partners and share ideas about how a shape should
be split up to make equal parts. They are given creativity in how they want to split their shape, as long as
each shape is equal in size.
Communication: Students will share their thoughts orally with their partners about how they plan to split
up their shapes. Students will then nonverbally display their understandings by holding their shapes in the
air for a teacher to check their work.
Lesson Delivery
Identify vocabulary and key terms that are important for students to know to understand the lesson:

7 ▪ Whole
▪ Half
Vocabulary/Key ▪ Thirds
Terms ▪ Fourths
▪ Equal Parts
8 Describe how you will adapt your lesson for the following learners:
Differentiated
• English Learners
Instruction
Pair students with a strong partner (preferably someone who speaks the same language, but not
mandatory). Let them work together all throughout the lesson plan.
• Special Needs
Allow students more time because doing 2 different shapes can be overwhelming. When the first
shape (rectangle) is completed, have them work on figuring out the connections between the
whole and different pieces and the different pieces to each other.
• Accelerated (Gifted/Talented)
Challenge them by having them imagine each equal piece was broken in half. How does that
change the fraction and what we call each piece. They can mark each piece with a dotted line to
represent it splitting in half for easier visualization.
9 Describe at least TWO different types of formal or informal assessments you will use during your
Assessments lesson to check for student learning:
Class Participation: Before cutting their equal parts, students need to check with a teacher by
holding up their shapes with their drawn lines. This allows the teacher to assess whether the
student split the shape evenly before moving on.
Exit Ticket: For this exit ticket, students will be assessed on what they just learned. There will be
a rectangle and a circle on the paper. They must split it into equal parts and be able to write the
fraction and word name for each part underneath.
10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the lesson
Lesson to what students already know and/or motivate them to learn about the topic?)
Delivery
Get students excited about apply math to everyday scenarios. Let them know that we are going to
go to a party! At the party we need to share the food evenly so that everyone can have the same
amount and no one gets less or more.
*You can buy chocolate bars and have them apply their learnings of equal parts to split the
chocolate bar evenly amongst the group at the end of the lesson*
Describe each step of the lesson

SAUSD Common Core Lesson Template (adapted)

 Teacher will… Students will…

1. Let students know that we will be talking 1. Follow along with the definitions and write
about splitting shapes into equal parts. the terms and definitions down in their
Before we begin, announce to the students math notebook
that they will be using new math terms.

2. Give them the following scene: We are 2. Recognize that the chocolate bar looks like
going to a party and at the party we are a rectangle.
going to be eating one chocolate bar.
Remind them what shape a chocolate bar
looks like and what shape a pizza looks
like.

3. Give each student the red rectangle. This 3. Write the word “whole” on the red
rectangle will represent 1 whole chocolate rectangle
bar. If we only have 1 person at the party,
then they will get the whole chocolate bar.

4. Give each student the blue rectangle. Let
them know that now there are 2 people at
the party that need to share the chocolate
bar. Ask “how should we split it”
4. First draw a line with their pencil to present
where they would split it
▪ Hold it up for the teacher to see.
▪ Once the teacher approves it, they may cut
the rectangle on the lines.

5. Ask students “how many pieces of 5. Recognize that we have 2 equal parts
chocolate do we have now?” Now explain ▪ Write 1/2 on each blue piece.
that we will write a fraction to represent the
piece. The bottom number represents how
many pieces there are (here there are 2
pieces). The top number will be 1 because
this is one part of the 2 total pieces.

6. Inform students that we read this number as 6. Repeat the words “one half”
“one half”

7. Give each student the yellow rectangle. Let 7. Repeat the step above. Students should
them know that now there are now 3 people only cut the rectangles into 3 pieces after
at the party that need to share the chocolate they have approval from their teacher.
bar. Ask “how should we split it?”

8. Ask students “how many pieces of 8. Recognize that there are 3 equal parts now.
chocolate do we have now?” Now explain ▪ Write 1/3 on each yellow piece.
that we will write a fraction to represent the
piece. The bottom number represents how
many pieces there are (here there are now 3
pieces). The top number will be 1 because
this is one part of the 3 total pieces.

9. Inform students that we read this number as 9. Repeat the words “one third”
“one third”

SAUSD Common Core Lesson Template (adapted)

 10. Give each student the green rectangle. Let
them know that now there are 4 people at
the party that need to share the chocolate
bar. Ask “how should we split it?”
11. Ask students “how many pieces of
chocolate do we have now?” Now explain
that we will write a fraction to represent the
piece. The bottom number represents how
many pieces there are (here there are now 3
pieces). The top number will be 1 because
this is one part of the 3 total pieces.
12. Inform students that we read this number as
“one fourth”
13. Ask the students to put their chocolate bars
away in their Ziploc bags.
14. Give students the next scenario. Now at the
party we are having a pizza. What shape
does a pizza look like?
15. Repeat steps 3-6 but using circles instead.
16. Red circle. One person would get 1 whole
pizza.
17. Blue circle – 2 people – “How should we
split it?” Prompt their understanding from
earlier by asking them how we call these
pieces and what does 1/2 mean.
18. Yellow circle – 3 people – “How should we
split it?” Prompt their understanding from
earlier by asking them how we call these
pieces and what does 1/3 mean.
19. Green circle – 4 people – “How should we
split it?” Prompt their understanding from
earlier by asking them how we call these
pieces and what does 1/4 mean.
SAUSD Common Core Lesson Template (adapted)
10. Repeat the same actions for the previous
chocolate bars.
11. Recognize that there are 4 equal parts now
▪ Write 1/4 on each yellow part
12. Repeat the words “one fourth”
14. Raise their hands respectfully if they would
like to answer
▪ Recognize that a pizza looks like a circle
15. Repeat steps 3-6 but using the circles
instead
16. Write “whole” on the red circle
17. Recognize 2 equal parts of a circle
▪ Write “1/2” on each blue part
▪ Answer that this number is read as “one
half”
▪ The 1 on top means how many pieces this
is
▪ The 2 on the bottom means how many
pieces there are to make a whole
18. Recognize that there are 3 equal parts
▪ Write “1/3” on each part
▪ Answer that this number is read as “one
third”
▪ The 1 on top means how many pieces this
is
▪ The 3 on the bottom means how many
pieces there are to make a whole
19. Recognize that there are 4 equal parts
▪ Write “1/4” on each part
▪ Answer that this number is read as “one
fourth”
▪ The 1 on top means how many pieces this
is
 ▪ The 4 on the bottom means how many
pieces there are to make a whole

20. Instruct students to lay out all the different 20. Understand that all the pieces of each color
circles on their desk. Ask them to look at all make a whole. All the blue pieces put
the different parts. together make a whole, and so on for the
other colors.

21. Ask students to think if they can make a 21. Construct a pizza using different sized
whole pizza again using different sized pieces. (1/2 pieces, 1/3 pieces, 1/4 pieces)
pieces.

22. Have students share their findings with the 22. Participate in class discussion by sharing
class. your findings.

23. Hand out the exit ticket and explain the 23. Complete the exit slip and turn it into the
directions. turn in box. Clean up and put away their
shapes in their Ziploc bags.

SAUSD Common Core Lesson Template (adapted)