2013-2014 UMU Lesson Plan Template

Name: Kacey Fleming G a!e Le"el: Grade 2 $%&'ect: Mat(

Date: February 13, 2014 #lass Pe io!: Afternoon Lesson ) * Title: Comparing Fractions

+ig ,!ea-Lesson Foc%s: To guide children as they compare fractions by using region models .ssential /%estion: o! can you compare fractions by using pictures"

#onte0t 1o Lea ning: My class

is a 2nd grade classroom. The age ranges from 7-9 and there are 23 students in the class. There are 12 boys and 11 girls. Most of the class is Caucasian students except for the 2 frican merican students. !e ha"e 2 students on speech and language #$%&s 'ho are both 'or(ing on expressi"e language and ho' to articulate their thoughts to others. There is 1 child on an $motionally )isturbed #$% and has a full time aide in the classroom. There are three children medicated for ADD or ADHD, as well as another student who is identified ADHD, but not medicated. An additional student has been identified and medicated for both ADHD and ODD. Three of the students who are medicated are currently undergoing adjustments to their medications.
F%nction o1 t(e Lesson 2c(ec3 all t(at apply4:

#ntroduce $e! %&ill or Content

'ractice

#ontent $tan!a !s: 25G53: 'artition circles and rectangles into t!o, three, and four e(ual shares, describe the shares using the !ords hal)es, thirds, half of, a third of, et* and describe the !hole as t!o hal)es, three thirds, four fourths* +ecogni,e that e(ual shares of identical !holes need not ha)e the same shape* Lea ning 6&'ecti"es: Gi)en a !or&sheet, the students !ill sol)e for missing numerators and denominators in order to compare fractions, !ith -./ accuracy* 7ca!emic Lang%age 2o 75L5 Deman!s8 75L5 6&'ecti"es4: unit fraction, denominator, numerator, fraction, compare, e(ui)alent ,nst %ctional Mate ials an! $%ppo t: math 0ournals, fraction cards, math master pg* 241, comparing fractions !or&sheet P io Kno9le!ge: The students ha)e some prior &no!ledge on !or&ing !ith fractions* They ha)e !or&ed !ith e(ui)alent fractions and also comparing fractions using their fraction cards* They ha)e found fractions !ithin a collection of items* They &no! ho! to di)ide circle and rectangles up bet!een hal)es, fourths, si2ths, and eighths* 7ssessments: 3 P e-7ssessment 1o t(e %nit: The students too& a pre4test before starting the unit* This !as to see !here the students !ere and to see ho! much they &ne! about fractions* 7ssessment2s4 !% ing t(e lesson: # !ill be obser)ing the students as # )erbally as& them (uestions and as they are playing the game !ith their peers* # !ill be listening to see if they are using their academic language and see if they ha)e a good understanding of ho! to compare fractions* 3 7ssessment2s4 at t(e en! o1 t(e lesson: The students !ill complete a !or&sheet !or&ing !ith fractions and comparing fractions !ithin the months and !ee&s of a calendar* # !ill collect the !or&sheets !hen they are finished

and assess them to see if the students understand ho! to compare fractions and also ho! to use fractions dealing !ith e)eryday life* Post-7ssessment 1o t(e %nit: After all of the lessons are taught, the students !ill ta&e a post4test in order to test them on the &no!ledge that they ha)e gained throughout the unit and to see if they ha)e reached their goal $t ategies * Lea ning Tas3s

,nt o!%ction: # !ill as& the students !hat !e tal&ed about in the last couple of lessons and remind them about the game that !e played !ith the fraction cards* They !ill tell me that !e ha)e been learning about e(ui)alent fractions, fractions in collections, di)iding shapes into fractions,etc* Then # !ill tell them to get their fraction cards out again and find all the cards that are split into fourths* # !ill as&, 56hich is more 174 of something or 374 of something"8 They !ill ans!er !ith 374 and then # !ill as& them the same (uestion only using 474 or 274* # !ill as& the students ho! they got their ans!ers to the (uestions and an acceptable ans!ers is, 56hen # lined up my 174 and 374 cards, # found that more of the 374 card is shaded*8 There are other acceptable ans!ers* # !ill e2plain to the students that 174 is a %nit 1 action* A unit fraction is any fraction !ith 1 as the numerator* # !ill as& the students 56hat other unit fractions are in your fraction cards"8 P esentation-.0plicit ,nst %ction: # !ill as& the students to turn to page 203 in their math 0ournals* At the top of the page, the students !ill split the cards into three categories and !rite them do!n on the lines pro)ided 9less than half of :$; is shaded, more than half of :$; is shaded, and e2actly half of :$; is shaded<* # !ill encourage the students to use their o!n method of di)iding their cards or !hate)er !ay !or&s for them* :nce they are all done, # !ill ha)e some of the students share the strategies that they used* 6ith the children=s help, # !ill list the 3 groups of fractions on the board* $t %ct% e! P actice-.0plo ation: 6hen # am done !riting the fractions on the board, # !ill as& 5Can anyone suggest a !ay of telling to !hich group a fraction belongs to by 0ust loo&ing at the fraction"8 They !ill ans!er something li&e this 44> #f the numerator is less than half of the denominator, the the fraction is less than 172? if the numerator is more than half of the denominator, then the fraction is greater than 172? if the numerator is half of the denominator, the the fraction is the same as, or e(ui)alent to, 172* # !ill remind the children that there are many names for half of something* G%i!e! P actice-$peci1ic Fee!&ac3@ The students !ill get to play a game !ith their fraction cards* They !ill choose a partner and use both sets of fraction cards* They !ill mi2 the cards and put them in one stac& face do!n on the des&* ;ach player turns o)er a card from the top of the stac&* 'layers compare the shaded parts of their cards* The player !ith the larger fraction ta&es both cards* #f the shaded parts are e(ual, the fractions are e(ui)alent and each player turns o)er another card* The player !ith the larger card ta&es all of them* The game ends !hen all of the cards ha)e been ta&en from the stac& and the player !ith the most cards* !ins* # !ill tell the students that if they need to loo& bac& o)er the directions, they are on page 204 in their math 0ournals* # !ill !al& around the room as the students are playing the game to assess and obser)e them comparing the fractions* ,n!epen!ent P actice-7pplication: The students !ill get a !or&sheet !here they !ill compare fractions as they tal& about the months and the different !eather !ithin the months* They !ill decide fractions for ho! many months begin !ith 5A"8 o! many months ha)e olidays in them" 6hat is the fraction for one !ee& out of a month"8 etc* 6hen they are finished !ith the !or&sheet, they !ill !or& on their math bo2es on page 20. independently* :nce they are finished, !e !ill go o)er them* # !ill collect their !or&sheet so that # can assess their &no!ledge on fractions* For the students that get done !ith all of their !or& before class ends, # !ill ha)e them do a challenging fraction !ord problem that !ill be ta&en from math masters page 241 or they can loo& o)er their flash cards* For the students on #;'=s, # !ill be o)er by their des&s e2plaining the !or&sheet to them and !al&ing them through it (uestion by (uestion* # !ill ma&e sure they understand the directions and they stay on tas&* #los% e: # !ill play around4the4!orld !ith the &ids* # !ill circles up on the board for the students and di)ide them into different fractions* # !ill use hal)es, fourths, and si2ths* # !ill ha)e multiple of them on the board and they !ill ha)e different amounts of pieces shaded* 6hen # point to one, the students !ho are going against each other !ill ha)e to say !hat fraction

the shape represents* 6hoe)er gets it right, gets to mo)e on and the game continues* :nce the game is o)er, # !ill as& the students to gi)e me a thumbs up if they understand comparing fractions and a thumbs do!n if they don=t* Then # !ill tell them that tomorro! !e !ill be learning about fractions !ithin number stories* # !ill as& them !hat &ind of fraction 174 is and they !ill ans!er !ith 5unit fraction*8 Di11e entiation8 ,n!i"i!%ali:e! ,nst %ction8 an! 7ssessment: #n this lesson, # gi)e the students multiple chances to be acti)e and ha)e fun learning* # gi)e a )ariety of games that the students can play in order to practice their fractions and compare fractions* There are multiple )isual models for the students to loo& at and compare fractions !ith, li&e their fraction cards* 6hile they play the game, they !ill be able to communicate !ith their peers and use their academic language !hile playing the game* For the students on #;'=s, # !ill !or& !ith them and guide them through the !or&sheets and repeat any directions that need to be repeated* # !ill continue to chec& in !ith them and ma&e sure that they stay on tas&* There !ill be multiple informal assessments happening throughout the unit !hile the students are playing the game and !or&ing in their math 0ournals* ;esea c( an! T(eo y: This lesson gi)es the students a chance to acti)ely learn about fractions* 6hen students are acti)e as they learn, they tend to remember the information better because their brains are more acti)e also* According to Berome Cruner, disco)ery learning is e2tremely effecti)e inside the classroom* Gi)ing the students a chance to compare their fraction cards gi)es them a chance to e2plore and use their prior &no!ledge and schemas to e2pand on !hat they already &no!* # !ill be gi)ing the students positi)e reinforcement the !hole time they are playing the games and !or&ing on their !or&sheet to build up their intrinsic moti)ation*