Giarrusso_Math_Lesson


 * Grade 2: Mathematics Goal**

Students will participate in an open class lesson on whole numbers, halves and thirds through use of shapes such as circles and squares.
 * Goal 2-1**

__Objectives:__ Students will demonstrate conceptual understanding of rational numbers with respect to: whole numbers using models, explanations, or other representations; and positive fractional numbers using models, explanations, or other representations.

__Assessment through:__ 1.) We will play a game activity at the end of the lesson, where students must hold up correct index cards, labeled either “Whole” “Half” or “Third” of the correct fraction type the teacher shows all students, using the Circle pieces and Rectangle pieces. This will indicate to me which students are grasping the concepts and which are not, by noticing which students have held up the correct index cards and which have had some trouble recognizing either a “third” “half” or “whole” example of a shape. 2.) I will give the students a Multiple Choice Test at the end of the lesson that will give me an overall sense that students understand the main concept behind fractions of halves, thirds and wholes.

__Pre-Assessment__: 1.) I will ask students what they know about fractions. 2.) I will write on board what a fraction consists of, a numerator and a denominator (example: “1/3”) 3.) I will tell students that we will be working with fractions today, dividing shapes into halves and thirds. 4.) Before we begin working with fractions however we will first read the book, “Fraction Action” By Loreen Leedy to give students a thorough understanding of what thirds, halves and whole numbers entail. 5.) After the book is read, I will give students an "affective assessment" on fractions, to see how my students feel about this area of math.


 * 4/30 - Carla: While this is a pre-assessment activity, it will not give you data on what each individual student understands. The point should be to inform you what students already know/can do, and whay you still need to teach. (Dr. Adamy)**

(Affective Assessment...)
 * Name**_

__**Directions:** Now that we have read a book about fractions of halves, thirds and whole numbers, please place checkmarks next to the statements below, if they are how you feel about fractions and math. Only put checkmarks next to the ones that you agree with.

numbers.__ || assessment to get at their attitudes and not their understanding, I would recommend paring it down significantly. I would revise it to include only items 1 and 20 - 25. This will be much more manageable for them, will avoid a lot of repetition that exists in your questions, and will give you direct information about their affect. (Dr. Adamy)** ||
 * Checkmarks:**__
 * __1.) I am ready to work with fractions of halves, thirds, and whole
 * __2.) I understand what a whole number is.__ ||
 * __3.) I understand what the fraction “1/2” means.__ ||
 * __4.) I understand what the fraction “1/3” means.__ ||
 * __5.) I understand that you can make “halves” with shapes.__ ||
 * __6.) I understand that you can make “thirds” with shapes.__ ||
 * __7.) I am ready to work with fractions, using shapes.__ ||
 * __8.) I am not ready to work with fractions of halves, thirds and whole numbers__ ||
 * __9.) I do not understand what a whole number is.__ ||
 * __10.) I do not understand what “1/2” means.__ ||
 * __11.) I do not understand what “1/3” means.__ ||
 * __12.) I do not know how you can make “halves” with shapes__ ||
 * __13.) I do not know how you can make “thirds” with shapes__ ||
 * __14.) I am not ready to work with fractions, using shapes.__ ||
 * __15.) I do not think I will like working with fractions__ ||
 * __16.) I do not think I will have fun working with fractions.__ ||
 * __17.) I do not like learning new things in math.__ ||
 * __18.) Math is not my favorite subject.__ ||
 * __19.) I do not look forward to working with fractions, using shapes.__ ||
 * __20.) I think I will like working with fractions.__ ||
 * __21.) I think I might have fun working with fractions.__ ||
 * __22.) I like learning new things in math.__ ||
 * __23.) Math is my favorite subject.__ ||
 * __24.) I look forward to working with fractions, using shapes.__ ||
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __10.) I do not understand what “1/2” means.__ ||
 * __11.) I do not understand what “1/3” means.__ ||
 * __12.) I do not know how you can make “halves” with shapes__ ||
 * __13.) I do not know how you can make “thirds” with shapes__ ||
 * __14.) I am not ready to work with fractions, using shapes.__ ||
 * __15.) I do not think I will like working with fractions__ ||
 * __16.) I do not think I will have fun working with fractions.__ ||
 * __17.) I do not like learning new things in math.__ ||
 * __18.) Math is not my favorite subject.__ ||
 * __19.) I do not look forward to working with fractions, using shapes.__ ||
 * __20.) I think I will like working with fractions.__ ||
 * __21.) I think I might have fun working with fractions.__ ||
 * __22.) I like learning new things in math.__ ||
 * __23.) Math is my favorite subject.__ ||
 * __24.) I look forward to working with fractions, using shapes.__ ||
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __16.) I do not think I will have fun working with fractions.__ ||
 * __17.) I do not like learning new things in math.__ ||
 * __18.) Math is not my favorite subject.__ ||
 * __19.) I do not look forward to working with fractions, using shapes.__ ||
 * __20.) I think I will like working with fractions.__ ||
 * __21.) I think I might have fun working with fractions.__ ||
 * __22.) I like learning new things in math.__ ||
 * __23.) Math is my favorite subject.__ ||
 * __24.) I look forward to working with fractions, using shapes.__ ||
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __19.) I do not look forward to working with fractions, using shapes.__ ||
 * __20.) I think I will like working with fractions.__ ||
 * __21.) I think I might have fun working with fractions.__ ||
 * __22.) I like learning new things in math.__ ||
 * __23.) Math is my favorite subject.__ ||
 * __24.) I look forward to working with fractions, using shapes.__ ||
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __22.) I like learning new things in math.__ ||
 * __23.) Math is my favorite subject.__ ||
 * __24.) I look forward to working with fractions, using shapes.__ ||
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __24.) I look forward to working with fractions, using shapes.__ ||
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this
 * __25.) I like doing lessons where we work with objects.__ ||
 * **4/30 - Carla: This affective assessment will be a lot of work for your students. Since you are using this

__M__aterials:
 * Zip lock bags (1 per student)
 * 3 red parts of a circle (1 set per student)
 * 3 white parts of a circle (1 set per student)
 * 3 blue parts of a circle (1 set per student)
 * 3 red parts of a square (1 set per student)
 * 3 white parts of a square (1 set per student)
 * 3 blue parts of a square (1 set per student)
 * Marker
 * Index cards labeled “Whole,” “Halves,” “Thirds”
 * “Fraction Action” by Loreen Leedy

Introduction: __To begin my lesson on Fractions and whole numbers, I will have students first be at their desks when I ask them what they know of fractions. I will write on the whiteboard an example of a fraction. I will indicate which is a numerator and which is a denominator. I will tell them that the fraction type that we will be working with today are halves, thirds and whole numbers. I will then tell them to go to the rug and I will read them the story, “Fraction Action” asking them if they have any questions. I will then tell them that we will be working specifically with circles and rectangle pieces to determine the color of the circle that is a half or third, etc…I will tell them to go back to their seats so I can explain further.__

Lesson Development: __Once students are back to their seats I will give each student a zippered bag containing the necessary parts of the circle. I will show students, with the necessary colored pieces, what a half and third would be, in regards to the circle. I will then give students tasks to do with the circle pieces, making halves, wholes and thirds out of the given pieces, in a proper manner. After the activities with circle pieces, I will tell students to put away the circle pieces and take out the rectangle pieces in a separate, small bag. I will begin asking students to make halves and thirds out of the rectangle shapes that form a square. I will call on students to hold the correct answers up. Have students explain why they made their objects as they did to form either the half or the third.__

Closure: __Each student will receive a stack of index cards labeled, “Thirds,” “Halves” and “Whole.” “We are going to play a quick game, to wrap up this lesson”, I will say. I will begin holding up pictures of circles, squares, etc…divided them into thirds, halves, or whole pieces. Students will have to hold up the correct index card, indicating which fraction type that I am holding up at a time. After the game, I will pass out Multiple Choice Practice Tests to take. They will look like this...

(Multiple Choice Test...) Name_Date__ Fractions of Halves, Thirds & Wholes __1.) What is the top number of a fraction called? a. Numerator b. Denominator 2.) Take out the large red piece of the circle and two small blue pieces. Put them together to make a circle. What fraction of the circle is the large, red piece? a. ½ b. 1/3 c.1 Whole 3.) Take the large, red piece out of the circle. What fraction is left of the circle? a. ½ b. 1/3 c. 1 Whole 4.) Place all the blue pieces together to form a circle. What fraction of the circle is blue? a. 1/2 b.1/3 c.1 Whole 5.) Draw a circle with your pencil. Shade ½ of the circle… 6.) Draw a rectangle with your pencil. Shade 1/3 of the rectangle… 8.) Make one last circle and shade in 1 whole of the circle…__

Assessment: __In order to assess that my students have grasped the concepts of fractions, the game on halves and thirds and wholes will give me a sense at which students are thoroughly understanding this concept. I will make a judgment at which students are raising up the correct index cards, indicating to me how well they have understood this lesson and who obtains the answers the fastest. For an independent assessment, the quick review quiz will help me to see if students independently understand the overall concepts on factions and I can personally see which students have understood halves and thirds. For students that do not obtain all questions correctly, I may work with them later on during the day on fractions, having them explain to me why they put whichever answer that they put. I will then work with them on discovering the right answer(s).

(Performance Assessment: Math Goal 2:1)

//While doing the lesson with fractions of Halves & Thirds, I will make a checklist to fill out, based on the following performance observations that I notice of my students.//


 * Checkmarks**__
 * Many students were raising their hands when I asked questions with answers that were “1/2” ||
 * Many students were raising their hands when I asked questions with answers that were “1/3” ||
 * Only several students were raising their hands when I asked questions with answers that were “1/2” ||
 * Only several students were raising their hands when I asked questions with answers that were “1/3” ||
 * No students raised their hands when I asked questions with answers that were “1/2” ||
 * No students were raising their hands when I asked questions with answers that were “1/2” ||
 * No students were raising their hands when I asked questions with answers that were “1/3” ||
 * It took more time that it should have for students to raise their hands ||
 * Students that raised their hands, raised their hands right away. ||
 * Students were confident in answering questions ||
 * Students seemed confused after questions asked. ||
 * The same few students raised their hands throughout the lesson. ||
 * Students appeared aggravated in discovering answers. ||
 * Students had fun while obtaining answers. ||
 * Students asked questions if they were confused. ||
 * Students asked well generated questions. ||
 * Students were eager to take the Multiple Choice Test after the Lesson. ||
 * Students did not seem willing to take the test on the previous lesson’s concepts. ||
 * Students were noisy throughout, and were not paying attention. ||
 * Students became preoccupied with playing with the shapes passed out to them. ||
 * Students were not interested in giving me the answers. ||
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * Students that raised their hands, raised their hands right away. ||
 * Students were confident in answering questions ||
 * Students seemed confused after questions asked. ||
 * The same few students raised their hands throughout the lesson. ||
 * Students appeared aggravated in discovering answers. ||
 * Students had fun while obtaining answers. ||
 * Students asked questions if they were confused. ||
 * Students asked well generated questions. ||
 * Students were eager to take the Multiple Choice Test after the Lesson. ||
 * Students did not seem willing to take the test on the previous lesson’s concepts. ||
 * Students were noisy throughout, and were not paying attention. ||
 * Students became preoccupied with playing with the shapes passed out to them. ||
 * Students were not interested in giving me the answers. ||
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * Students had fun while obtaining answers. ||
 * Students asked questions if they were confused. ||
 * Students asked well generated questions. ||
 * Students were eager to take the Multiple Choice Test after the Lesson. ||
 * Students did not seem willing to take the test on the previous lesson’s concepts. ||
 * Students were noisy throughout, and were not paying attention. ||
 * Students became preoccupied with playing with the shapes passed out to them. ||
 * Students were not interested in giving me the answers. ||
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * Students were eager to take the Multiple Choice Test after the Lesson. ||
 * Students did not seem willing to take the test on the previous lesson’s concepts. ||
 * Students were noisy throughout, and were not paying attention. ||
 * Students became preoccupied with playing with the shapes passed out to them. ||
 * Students were not interested in giving me the answers. ||
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * Students became preoccupied with playing with the shapes passed out to them. ||
 * Students were not interested in giving me the answers. ||
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * Students were not interested in giving me the answers. ||
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * Students did not seem to enjoy this lesson plan. ||
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**
 * 4/30 - Carla: This checklist will give you information about the general class response to/during the lesson. How will you get information about individual students' understanding? (Dr. Adamy)**


 * Based on the checkmarks placed for certain statements, I can obtain a general sense as to how effective this lesson went, and the performance that I received from my students. I can also understand how well students were understanding the concept we were working with.

Learner Factors: __1.) Hands-on activities allow for students to explore on their own and discover how to create own halves and thirds out of shapes. Students have sufficient time to come up with answers before teacher picks one student to demonstrate to class why he/she made the circle that way. 2.) Students can proudly prove to teacher that he/she understands whole/halves/thirds concepts by raising the correct index card, demonstrating their knowledge of which type of fraction the teacher is showing the class. 3.) Working as one, big group, students will not become frustrated with time constraint. 4.) The quiz will then give me an overall sense on which students do or do not understand fraction concepts that I have just taught as they work independently here.__

Environment:__ Students will first be at their desks, where I will introduce the mathematical concept that we will be working with today. We will then move to the rug where I will read them the story on fractions. Students will finally go back to their desks for the remainder of the lesson.


 * 4/30: Carla - Well done. Your instructional activities are appropriate for your objectives, and your assessments should provide you with adequate data for determining what students learned.**