space.template.Math+Goal


 * 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 two review questions 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.

__Materials:__
 * 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 small pieces of paper to students and tell them that they are going to take a quick review quiz. I will ask this question: “A fraction is what kind of parts of a whole?” (answer- equal). Students are to put this answer on the paper. For a second review question, I will ask students “When we divide something into thirds, we are dividing it into how many equal pieces?” For the last question on the quiz I will tell them to draw, with their pencils, a circle that is an example of a “half” fraction and draw a square that shows 1/3 of it being colored in grey with their pencil. I will collect each slip of paper and end the lesson on fractions of halves, thirds and whole numbers.

__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).

__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.