CarlsonLG2

Halves of Rectangles Grade 2 Length of lesson: 30-45 mins

Unit Goal:M(G&M)2-4 Demonstrates conceptual understanding of congruency.

Objectives: Students will:. 1. Demonstrate an understanding of rectangles being divided into halves. 2. Demonstrate an understanding of representing rectangles using two colors to show halves and not halves. Materials:
 * Crayons (2 colors per student)
 * Color tiles (1 set per group)
 * Half Worksheet (1 per student)
 * Overhead of worksheet for teacher
 * 1 inch chart paper

Introduction: To begin the lesson I will ask students what we have done with rectangles already. In the previous lessons students have made different size rectangles and learned the characteristics of rectangles. I will tell students that today we will be making rectangles that follow a special rule-they will be half one color and half another color.

Lesson Development:
 * 1) I will hand out the tiles, crayons, and chart paper to each student.
 * 2) I will then tell the students to make a rectangle with 6 tiles but they have to make one half one color and one half another color. Once they have made their rectangle they will draw their rectangle on the chart paper.
 * 3) As the students are working on making their rectangles I will walk around and observe how each child makes their rectangle and the shape of their rectangles (2X3 or 1X6).
 * 4) I will then bring the class back together and ask them if everyone’s rectangle looks the same.
 * 5) The children can show their different interpretations and see that each child used 6 tiles and 3 of each color.
 * 6) I will then put a rectangle on the board that is 4 tiles of one color and 2 of another. I will ask the students if this rectangle is divided into halves and how do they know. I will then ask the students to make their own version of a rectangle with 8 tiles that does not have equal parts and they are to draw that rectangle on their chart paper also.
 * 7) If the students seem to be struggling with this concept I will give them more examples with different rectangles and more chart paper to show their findings.
 * 8) To end this activity I will give the students a worksheet that has four different size rectangles on it. On one side of the worksheet they will color in half of a rectangle and on the other side they will show a rectangle that is not divided into halves.



Closure:
 * 1) Once the students have completed the worksheet we will come back together as a class and go over what the students have done.
 * 2) I will have a few students come up to the board and draw what they have done to show examples to the other students. I will make sure students know that they all might have something different and these are just possibilities.
 * 3) I will then explain to the students that half of a rectangle means that there are two different parts that are both equal

Assessment: For informal assessment I will be walking around and observing the students as they experiment with the tiles and work on the worksheet. By observing them I will be able to tell if they understand the concept of halves and if I need to do more examples with them. I will be putting these observations with my other anecdotal records.

For formal assessment I will collect the worksheet the students did in class. I will assess the worksheet using the rubric I have created. For the end of the lesson the students will also have a test on halves of rectangles. (attached)



Learner Factors: This lesson allows students to go at their own pace with experimenting with the tiles. I will be able to walk around the classroom and help those students that seem to be struggling. If a few students finish the assignment early and did it correctly then I will give them some more examples with bigger rectangles to divide into halves.

Environment: The students are already grouped in the classroom. There are 5 students per group. The students can help each other in their groups if they get stuck but they should try to figure it out on their own first. I will tell the students to keep the tiles on their desks and that they should not be used for anything else but making rectangles.

Back to Home Page


 * Kelly: Great job. This is a straightforward lesson that should be easy to implement. Everything is directly related to the objectives, and you should get valid assessment data to tell whether or not they understand. (Dr. Adamy - 4/22)**