Unit 5, Fractions, 2nd grade
5E Lesson Plan Math
Grade Level: 2nd
Lesson Title: Fractions, Unit 5
Subject Area: Math
Lesson Length: 15 Days
THE TEACHING PROCESS
Lesson Overview
This unit bundles student expectations that address constructing, describing, and naming fractional
parts of a whole using models. According to the Texas Education Agency, mathematical process
standards including application, tools and techniques, communication, representations, relationships,
and justifications should be integrated (when applicable) with content knowledge and skills so that
students are prepared to use mathematics in everyday life, society, and the workplace.
During this unit, students continue to develop spatial visualization skills, meaning the creation and
manipulation of mental representations of shapes, as they decompose two-dimensional figures and
partition objects into two, four, or eight parts. Students analyze the resulting parts to determine if
equal parts exist and name the fractional parts using words rather than symbols (e.g., one-half or 1
out of 2 equal parts rather than ). Through exploration, students discover and explain the
relationship between the number of fractional parts used to make a whole and the size of the parts.
Using concrete models, students recognize how many parts it takes to equal one whole, and use this
understanding to count fractional parts beyond one whole. Students make connections between
counting whole numbers and counting fractional parts as well as extend their understanding of
hierarchical inclusion, meaning each prior number in the counting sequence is included in the set as
the set increases, to include the sequence of fractional parts.
Unit Objectives:
Students will…

continue to develop spatial visualization skills, meaning the creation and manipulation of
mental representations of shapes

decompose two-dimensional figures and partition objects into two, four, or eight parts

analyze the resulting parts to determine if equal parts exist and name the fractional parts using
words rather than symbols
Standards addressed:
TEKS:
2.1 A – Apply mathematics to problems arising in everyday life, society, and the workplace.
2.1 C – Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to
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Unit 5, Fractions, 2nd grade
solve problems.
2.1 D – Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
2.1 E – Create and use representations to organize, record, and communicate mathematical ideas.
2.1 F – Analyze mathematical relationships to connect and communicate mathematical ideas.
2.1 G – Display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
2.3 A – Partition objects into equal parts and name the parts, including halves, fourths, and eighths,
using words.
2.3 B – Explain that the more fractional parts used to make a whole, the smaller the part; and the
fewer the fractional parts, the larger the part.
2.3 C – Use concrete models to count fractional parts beyond one whole using words and recognize
how many parts it takes to equal one whole.
2.3 D – Identify examples and non-examples of halves, fourths, and eighths.
2.8 E – Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a
shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric
parts.
ELPS:
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own
learning processes in all content areas. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or
other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal
cues, and using synonyms and circumlocution (conveying ideas by defining or describing
when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways
in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1Gdemonstrate an increasing ability to distinguish between formal and informal English and
an increasing knowledge of when to use each one commensurate with grade-level
learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or
deductively, looking for patterns in language, and analyzing sayings and expressions
commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to
gain an increasing level of comprehension of newly acquired language in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in listening. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
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Unit 5, Fractions, 2nd grade
expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as
long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard
during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions
and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and
CD ROM to build and reinforce concept and language attainment
ELPS.c.2Gunderstand the general meaning, main points, and important details of spoken language
ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language
commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following
directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and
grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of
different language registers (formal/informal) using vocabulary with increasing fluency and
accuracy in language arts and all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in
speaking. In order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate
with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels,
silent letters, and consonant clusters to pronounce English words in a manner that is
increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency
English words necessary for identifying and describing people, places, and objects, by
retelling simple stories and basic information represented or supported by pictures, and by
learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and
connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic
communication in academic and social contexts, to using abstract and content-based
vocabulary during extended speaking assignments
ELPS.c.3Gexpress opinions, ideas, and feelings ranging from communicating single words and short
phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is
acquired
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Unit 5, Fractions, 2nd grade
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and
visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate,
advanced, or advanced high stage of English language acquisition in reading. In order for
the ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. For Kindergarten and Grade 1, certain of these student
expectations apply to text read aloud for students not yet at the stage of decoding written
text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode
(sound out) words using a combination of skills such as recognizing sound-letter
relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend
English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topicrelated vocabulary and other prereading activities to enhance comprehension of written
text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for
linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop
vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language
ELPS.c.4Gdemonstrate comprehension of increasingly complex English by participating in shared
reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic
reading skills such as demonstrating understanding of supporting ideas and details in text
and graphic sources, summarizing text, and distinguishing main ideas from details
commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential
skills such as predicting, making connections between ideas, drawing inferences and
conclusions from text and graphic sources, and finding supporting text evidence
commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical
skills such as evaluating written information and performing critical analyses
commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a
specific purpose and audience in all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in writing.
In order for the ELL to meet grade-level learning expectations across foundation and
enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. For Kindergarten and Grade 1, certain of
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Unit 5, Fractions, 2nd grade
these student expectations do not apply until the student has reached the stage of
generating original written text using a standard writing system. The student is expected
to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent
sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling
patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun
agreement, and appropriate verb tenses commensurate with grade-level expectations as
more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing
commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting
words to combine phrases, clauses, and sentences in increasingly accurate ways as more
English is acquired
ELPS.c.5Gnarrate, describe, and explain with increasing specificity and detail to fulfill content area
writing needs as more English is acquired.
Misconceptions:







Some students may think one-eighth must be greater than one-fourth of the same whole
because eight is greater than four, rather than understanding that the greater the number of
parts of a whole, the smaller the parts.
Some students may think all fractional parts named “one-half” must be equal, rather than
understanding that the size of the half depends on the size of the whole.
Some students may think partitioning a shape into any 2 parts means that these parts are
halves, rather than understanding that parts of a shape must be two equal parts in order to be
halves.
Some students may think the first part of a fraction names the number of parts being
considered, and the second part of the fraction names the number of parts remaining rather
than the second part of the fraction naming the total number of parts (e.g., 2 parts out of 8 total
incorrectly named two-sixths because there are 6 parts remaining, etc.).
Some students may think the term “one-quarter” refers to 1 out of 25 parts due to the
connection between a quarter and 25¢ rather than 1 out of 4 parts.
Some students may think fractions can only be represented using commercial manipulatives
rather than applying the concept of fractions to other models (e.g., a students may be familiar
with a green triangle representing one-sixth of a hexagon using pattern blocks, but may
struggle identifying one-sixth of a rectangle).
Some students may think fractional parts can only be counted up to one whole rather than
recognizing the counting sequence of fractional parts beyond one whole.
Vocabulary:
 Decompose figures – to break a geometric figure into two or more smaller geometric figures
 Fraction – a number that can be used to name part of an object or part of a set of objects
 Partition – separation or division of an object into parts
 Two-dimensional figure – a figure with two basic units of measure, usually length and width
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Unit 5, Fractions, 2nd grade
Related Vocabulary:
Counting sequence
Eighths
Equal parts
Fair shares
Fourths
Halves
Quarters
Unequal parts
Whole
List of Materials:
Handouts (see each day)
Construction Paper
Flip Books for each student
Pompoms of different colors
Whole-y Cow Book
Small packs of M & M’s
Fraction Pizza Ingredients
Smarties
Fraction Pizza Paper Plates
Glue
1 die for each pair of students (labeled with ½, 1/3, 1/6, 1, 1/1, 0)
Pattern Blocks
Dry Erase Markers
Dry Erase Boards
Cuisenaire Rods or make your own by using the attached “Cuisenaire Rod Size” page to measure out
and color them on CM grid paper then cut them out
Rods Train Game Page
Shape Pages from this website http://www.coloringcastle.com/shapes_coloring_pages.html
Scissors
pre-cut construction paper circles of equal size (2 small red circles, 2 small purple circles, 2 small
orange circles)
5 large sheets of manila paper
pre-cut construction paper shapes (2 small blue squares, 2 small yellow rectangles, 2 small green
rectangles)
INSTRUCTIONAL SEQUENCE
Phase Engage
Materials:
Flip books (teacher created)
Handouts:
Fractions-Numerator-Denominator
Fraction Pets
Fraction Strips
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Unit 5, Fractions, 2nd grade
Day 1:
Activity:
Vocabulary of Fractions - Create a flip book describing the vocabulary necessary for fractions i.e.
halves, fourths, eighths, and whole. Also discuss the parts of a fraction (numerator and denominator).
Use saying, “Nod your numerator (nod your head) and shake your denominator (shake your bottom)”
1.
2.
3.
4.
Teacher will pass out pre-made flip books to students and have one for her.
Teacher: What parts of a fraction do you think there are? Student: Answers will vary.
Write the title Fractions on the first flap of the flip book.
Teacher: First vocabulary word that we are writing down will be one whole. Teacher will write
the word one whole on the second flap from the top. Under the first flap is where the definition
of one whole will go with examples of what one whole means.
5. Teacher needs to pass out fraction strips that have already been printed. The strips will be
used for the example for each part of the fractions.
6. Repeat the same steps for halves, fourths, and eighths.
7. On flaps 6 and 7 will be numerator and denominator.
8. At the end of this activity, the students will have the definitions necessary to complete the
activities required in this lesson.
What’s the teacher doing?
What are the students doing?
Teacher will be modeling the flipbook with
Students are copying what teacher is modeling.
students.
Phase Explore/Explain
Materials:
Prior to lesson, teacher needs to have the
necessary ingredients to create the fraction
pizza i.e. pepperonis, olives, peppers, cheese.
A paper plate will be used for the actual pizza.
Handouts:
Pizza Ingredients
Book Whole-y Cow
Day 2:
Activity:
Read the book Whole-y Cow to students. Discuss the fractions that you found in the book.
Students will be creating a fraction pizza. Teacher will show students the final product of a fraction
pizza and explain the parts of each piece of the pizza. See image below for more information.
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Unit 5, Fractions, 2nd grade
Ask questions such as: “How did you decide what fraction to use for your pepperonis?” or “Can you
show me how to get the fraction for your olives?”
What’s the teacher doing?
Teacher models fraction pizza to students.
Teacher monitors as students are creating their
own fraction pizza.
What are the student’s doing?
Students are gathering “ingredients” to create their
fraction pizza.
Students will then create their fraction pizza.
Phase Explore/Elaborate
Materials:
Fractions of a group handout needs to be
printed.
Small M & M packs (or multi-colored food)
Day 3:
Handouts:
Fractions of a Group
M & M Fractions Mat
Activity:
1. Teacher will pass out M & M Fractions mat to each student.
2. Pass out a small pack of M & M’s to each student. If you can’t use M & M’s, use a food that has
multi-colored pieces.
3. Tell students not to open or eat the M & M’s yet.
4. Ask students what they think you will be using the M & M’s for? Answers will vary.
5. Tell the students that you will be creating fractions using the different colors of M & M’s.
6. Model an example for the students.
7. Explain to the students that your denominator will be the total number of M & M’s that you have in
the pack.
8. The numerator will be the different colors in the pack.
9. Students will then open their pack of M & M’s and distribute them into the correct boxes.
10. They will then complete the activity independently.
Students will complete handout using appropriate vocabulary. Complete the packet of Pizza
Fractional Fun with students.
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Unit 5, Fractions, 2nd grade
What’s the teacher doing?
Teacher is monitoring students as there are
completing the handouts.
Teacher will model the M & M’s mat with the
students.
What are the students doing?
Students are working independently on the
handouts provided.
Students will view the teacher’s example of M &
M’s. They will then work independently on
completing their own M & M fraction mat.
Phase Elaborate
Materials:
Printed cards for the matching game of
fractions. Handouts printed fraction stumpers.
Smarties or any other multi-colored food
Handouts:
Fraction Matching
Fraction Stumpers
Smarties Mat
Day 4:
Activity:
1. Teacher will pass out Smarties mat to each student.
2. Pass out a small pack of Smarties to each student. If you can’t use Smarties, use a food that has
multi-colored pieces.
3. Tell students not to open or eat the Smarties yet.
4. Ask students what they think you will be using the Smarties for? Answers will vary.
5. Tell the students that you will be creating fractions using the different colors of Smarties.
6. Model an example for the students.
7. Explain to the students that your denominator will be the total number of Smarties that you have in
the pack.
8. The numerator will be the different colors in the pack.
9. Students will then open their pack of Smarties and distribute them into the correct circles.
10. They will then complete the activity independently.
Students will play the game fraction matching. Then, fraction stumpers handout will be completed.
What’s the teacher doing?
What are the students doing?
Teacher is monitoring students while playing
Students are playing fraction matching game.
the fraction matching game.
Students will then complete the fraction stumpers.
Teacher will model an example of the
Students will work independently on Smarties mat.
Smarties mat with the students.
Teacher will monitor students while
completing the Smarties mat.
Phase Evaluate
Materials:
Fraction cut and paste needs to be printed.
Multi-colored pompoms
Construction Paper
Glue
Handouts:
Fraction Cut and Paste
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Unit 5, Fractions, 2nd grade
Day 5:
Activity:
Teacher will show students the final product of her fraction caterpillar. Students will create a
caterpillar similar to the teachers, but creating their own fractions.
Students will create a fraction caterpillar similar to the one below independently.
Students will then need to complete the fraction cut and paste sheet. The students will cut out the
cards and glue them to the correct spot on the sheet. This will determine whether or not the students
understand the fractions and what they look like.
What’s the teacher doing?
Teacher is monitoring students to make sure
the understanding of fractions is being met.
Materials:
 Pattern Blocks, 1 die for each pair
of students (labeled with ½, 1/3,
1/6, 1, 1/1, 0)
Phase Engage
Day 6:
What are the students doing?
Students are completing an informal assessment to
gauge where they are with fractions.
Handouts:
Teacher information
Video:
Do a quick review of the concepts covered to this point, by showing this video
https://www.youtube.com/watch?v=WkP1bnEFcq0 about a cookie cake being cut into different
fractional pieces. This will be a quick visual reminder of how many pieces it can take to make a
whole and how the numerator and denominator are identified.
Activity: Eliminate Game
Tell students that they will play the game Eliminate to apply what they have learned up to this point.
The idea is to be the first to get rid of your pattern blocks. When one student eliminates all of the
blocks, the game is over. To start, each person has to take one, two, or three hexagons. You can
10
Unit 5, Fractions, 2nd grade
decide how many to use, but both partners have to start with the same number. SW then stack the
other colored pieces on top of each hexagon to where each hexagon has a colored layer that
represents different numbers of pieces of a whole (these should be the same fractions that are on
the die used for the game). You will use a die with fractions labeled on each face.
SW remove a piece that matches what was rolled until all of their pieces are removed.
As students do this activity, listen for misconceptions and/or understandings of how many pieces
make the whole, etc.
TW ask students to talk to each other about what fraction they rolled and which piece they are
removing from the whole hexagon.
TW also monitor the room and ask them how many more of certain colors they have before they
take all of their pieces off, etc.
What’s the teacher doing?
What are the students doing?
Observing and listening to students to see Viewing the video to get a quick review.
if they know how many pieces make the
whole and what the fractions would be
Participating in the activity, while also discussing, with
named.
classmates, what they need to roll to eliminate pieces,
etc.
Quickly re-teaching the basic concepts of
a fraction to students that are struggling so
they are ready to move on with this unit.
Materials:
Pattern Blocks, Dry Erase Markers, Dry
Erase Boards or Desktops
Phase Explore
Day 7-8:
Activity: Pattern Block Fractions
Handouts:
As students are wrapping up the Engage game, TW give every 2 students more pattern blocks to
make sure that each partnership has 4 hexagons and the other pieces to make the stacks of
different parts to a whole on each hexagon.
Student partnerships will:
Move through the 3 explorations, found below, on their own or with the teacher walking them
through the steps, depending on the level of the students. Students should write the numbers, as
the teacher and they discover the different numbers to make the whole and more than one whole,
etc. This can be written down on white boards, with the models being built on the boards.
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Unit 5, Fractions, 2nd grade
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Unit 5, Fractions, 2nd grade
As students work through these
explorations, TW guide the students
through the directions and ask the
questions that are listed with each
Exploration.
Exploration 12/2 will be found when students see
that it takes 2 trapezoids to cover each
one whole and when they are asked to
use 4 trapezoids to cover hexagons
they will see that they have used 4
pieces to make 2 wholes so the
fraction would be 4/2, which will
confuse students because the larger
number is the numerator which is a
new concept for them. TW remind
students that the denominator shows
how many pieces in the whole and the
one whole took 2 pieces so it is 4/2
because there are 4 pieces and it only
takes 2 to make a whole.
Exploration 2This will be the same discovery
process for the students but with 3
rhombi covering each one whole. So, it
will be 3/3 to make a whole and the 9
rhombi that SW use will make 9/3.
Exploration 3Same process as the last two but with
triangles, which will be 6/6 for one
whole and 18/6 for the 18 rhombi.
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Unit 5, Fractions, 2nd grade
What’s the teacher doing?
Facilitate the explorations and guide
students through the different steps.
Ask the pertinent questions about how
many in one whole and how many in the 3
whole pieces, etc.
Materials:
Pattern Blocks, Dry Erase Markers, Dry
Erase Boards or Desktops
Phase Explain
What are the student’s doing?
Build the models that the teachers directs them to
build, while also discussing and answering the
questions about each model.
Write down the different fractions being made.
Handouts:
Day 9-10
Activity: Cuisenaire Rods Fractions
1. Pass out Cuisenaire Rods
2. Allow students to play and build and see what they discover – Ask them to think of one
observation about the rods.
a. Share and discuss
3. Instruct students to make a staircase with the rods touching each other from shortest to
longest
a. Which color is the shortest? Which color is the longest?
4. Explore Halves
a. Demonstrate: Purple is 1/2 of brown
b. Together: Do you see any other halves?
5. Explore Thirds
a. Demonstrate: white is 1/3 of green
b. Together: Do you see any other thirds?
6. Explore Fourths
a. Demonstrate: little red is ¼ of brown
b. Together: Do you see any other fourths?
TW then use each of the examples from above to walk through and discuss how they can set up
any colored rod as a whole and use the other colored rods to show how many can make that whole
and in turn what those fractions would be.
SW then extend their trains with one more piece showing that they have 1 whole, made of the
smaller pieces, and one extra small piece that extends out from the whole, so they have 1 and
whatever fraction is represented by each smaller piece. (for example: white is 1/3 of green so they
would actually have 4 of the white pieces, therefore having 3/3 which is the one whole and an extra
1 white of the three it would take to make another whole so 1/3, all equally 1 1/3)
SW continue to make more trains, as the teacher directs them, and extend them with 1,2,3 and so
amount of extra pieces to show values over 1 and up to 2 wholes as students also record their
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Unit 5, Fractions, 2nd grade
models on the rod pages (centimeter grid paperhttp://math.about.com/library/Worksheets/1cmgraphpaper.pdf)
TW ask students how many to make the whole? How many past the whole do you have? So how
many of those small pieces do you have? This is the conversation as students are realizing and
discovering that the denominator is still how many it takes to make the whole but they will have
larger numbers on top sometimes because they were going past one whole, etc.
What’s the teacher doing?
What are the students doing?
Facilitating and directing students on
which models to build.
Building the models
Recording their understandings on the rod pages
Asking the questions about the models
and watching for students that are
struggling or who may be ready for
enrichment.
Materials:
Cuisenaire Rods
Answering questions and having discussions with
classmates about what the trains are showing and
identifying the fractions
Handouts:
Rods Train Game Page
Phase Elaborate
Day 11:
Activity: Rods Train Game
SW play the Rods Train Game to review and use their new knowledge of different ways to make a
whole and more than a whole. The directions for this game are on the attachment, titled “Rods
Train Game”
TW rotate through the room and ask students if they have found all possibilities for making the one
whole rod that they rolled the number for and to identify different landmark rods such as ½ or ¼ etc.
to make sure the students are understanding the basic fraction concepts.
What’s the teacher doing?
What are the students doing?
Helping students that need one-on- one
help
Building models if needed
Monitoring students as they work with the
two pages
Materials:
Shape Pages from this website
http://www.coloringcastle.com/shapes_col
oring_pages.html, Scissors
Drawing the models on the pages and fractions that
match
Following all of the directions to complete the pages
Handouts:
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Unit 5, Fractions, 2nd grade
Phase _Elaborate
Day 12:
Activity: Shapes into Shapes
SW cutout the shapes from this website which offers blacklines of several shapeshttp://www.coloringcastle.com/shapes_coloring_pages.html then fold them in half and identify the
new shapes that were made by writing the name on each shape and then the fraction it represents.
They will then cut out the same shapes and fold them into fourths, identifying and writing on those
shapes. SW continue to do each of the shapes for other fractions and identifying those with the
name and fraction.
As the folding activity is going on, SW be asked what the name of the original shape is and then
each shape that is made while the folding is happening. The TW also ask them how many of a
smaller shape is made in that original shape and what the denominator would be then what the
numerator would be and why.
SW also be asked if they fold it even more times and what newer, smaller shapes are inside the
shapes, now.
What’s the teacher doing?
What are the students doing?
Facilitating and observing students as they try
folding the shapes on their own and identifying
them.
Following the directions of which shape to fold
and into which fractions.
Assisting students in small groups and/or one on
one, who may need more help with the shapes
and fractions.
Materials:
scissors, glue, pre-cut construction paper circles
of equal size (2 small red circles, 2 small purple
circles, 2 small orange circles), and 1 large sheet
of manila paper
Discussing the shapes that are made and the
fractions they represent, as they work with
classmates and the teacher.
Handouts:
scissors, glue, pre-cut construction paper shapes
(2 small blue squares, 2 small yellow rectangles,
2 small green rectangles), and 3 large sheets of
manila paper
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Unit 5, Fractions, 2nd grade
Phase:Evaluate- Day 13-15
Mathematics Grade 2 Unit 05 PA 01
For each student, provide scissors, glue, pre-cut construction paper shapes (2 small blue squares,
2 small yellow rectangles, 2 small green rectangles), and 3 large sheets of manila paper. Present
the following real-world situation and tasks:
The Grade 2 students in Ms. Ralston’s art class are designing art projects using only cut paper and
glue. Complete the tasks below to create a set of paper pieces and complete the art project.
1) Select the two small blue squares.
a) Before beginning the art project, create a T-chart on a large sheet of manila paper. Label
the two columns on T-chart as “Equal Fractional Parts” and “Unequal Fractional Parts.”
b) Partition one blue square into two equal parts. Glue the parts close together, but not
touching, under the appropriate column of the T-chart.
c) Partition the other blue square into two unequal parts. Glue the parts close together, but
not touching, under the appropriate column of the T-chart.
d) Below each glued part, record the name of each new shape created.
e) Consider each column of the T-chart. Determine which set of parts represent halves of
the original blue square. In that column, record the fraction name below the shape name
for each part.
f) In each column of the T-chart, explain and justify in writing how you determined if the
parts created were equal or unequal.
2) Select the two small yellow rectangles.
a) Create a T-chart on another large sheet of manila paper. Label the two columns on Tchart as “Equal Fractional Parts” and “Unequal Fractional Parts.”
b) Partition one yellow rectangle into four equal parts. Glue the parts close together, but not
touching, under the appropriate column of the T-chart.
c) Partition the other yellow rectangle into four unequal parts. Glue the parts close together,
but not touching, under the appropriate column of the T-chart.
d) Below each glued part, record the name of each new shape created.
e) Consider each column of the T-chart. Determine which set of parts represent fourths of
the original yellow rectangle. In that column, record the fraction name below the shape
name for each part.
f) In each column of the T-chart, explain and justify in writing how you determined if the
parts created were equal or unequal.
3) Select the two small green rectangles.
a) Create a T-chart on another large sheet of manila paper. Label the two columns on Tchart as “Equal Fractional Parts” and “Unequal Fractional Parts.”
b) Partition one green rectangle into eight equal parts. Glue the parts close together, but
not touching, under the appropriate column of the T-chart.
c) Partition the other green rectangle into eight unequal parts. Glue the parts close
together, but not touching, under the appropriate column of the T-chart.
d) Below each glued part, record the name of each new shape created.
e) Consider each column of the T-chart. Determine which set of parts represent eighths of
the original green rectangle. In that column, record the fraction name below the shape
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Unit 5, Fractions, 2nd grade
name for each part.
f) In each column of the T-chart, explain and justify in writing how you determined if the
parts created were equal or unequal.
A given whole can be partitioned into equal parts, and each of those parts has a name.
What strategies can be used to determine if parts of a whole are equal or unequal?
How are names of fractional parts determined?
How does identifying the whole affect naming the fractional parts?
What is a half?
What is a fourth?
What is an eighth?
Two-dimensional shapes can be decomposed to form new geometric figures.
How can a two-dimensional shape be decomposed in more than one way?
How can the resulting parts of a decomposed two-dimensional figure be described?
Mathematics Grade 2 Unit 05 PA 02
For each student, provide scissors, glue, pre-cut construction paper circles of equal size (2 small
red circles, 2 small purple circles, 2 small orange circles), and 1 large sheet of manila paper.
Present the following classroom situation and tasks:
For his Grade 2 math class, Mr. Disher created a model to demonstrate counting fractional parts of
a whole. Complete the tasks below to create a model Mr. Disher might have used for his math
class.
1) Select the two small red circles.
a) Cut each circle into two equal parts. Discard one of the parts.
b) Glue the remaining parts in a straight line across the top of a large sheet of manila
paper.
c) Orally count the fractional parts glued onto the paper.
d) In words, record the count below each fractional part.
e) Draw a box around each set of parts that compose one whole circle.
2) Select the two small purple circles.
a) Cut each circle into four equal parts. Discard two of the parts.
b) Glue the remaining parts in a straight line across the middle of the manila paper.
c) Orally count the fractional parts glued onto the paper.
d) In words, record the count below each fractional part.
e) Draw a box around each set of parts that compose one whole circle.
3) Select the two small orange circles.
a) Cut each circle into eight equal parts. Discard five of the parts.
b) Glue the remaining parts in a straight line near the bottom of the manila paper, leaving
enough space to write below.
c) Orally count the fractional parts glued onto the paper.
d) In words, record the count below each fractional part.
e) Draw a box around each set of parts that compose one whole circle.
4) Analyze the three sets of cut circles.
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Unit 5, Fractions, 2nd grade
a) On the back of the manila paper, in writing, explain the relationship between the number
of parts and the size of each part for each set of fractional parts.
b) Explain why the count of fractional parts for each set of circles is different or the same.
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