6 Day Math Unit



May 6, 2013

Table of Contents

Title Page Number

Lesson One: Graphing - 1st grade……………..…2-10

Lesson Two: Graphing - 2nd grade……………...11-16

Lesson Three: Graphing - 3rd grade…..................17-21

Lesson One: Fractions - 1st grade……….……….22-26

Lesson Two: Fractions - 2nd grade.……..…..……27-31

Lesson Three: Fractions – 3rd grade……………...32-37

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Subject/Lesson: Mathematics

Grade: Frist Grade

Unit/Content: Graphing

hide properties

Document Type:

Lesson Plan

Standard– now - Domain: Measurement and Data

Benchmark – now - Cluster: Represent and interpret data.

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Standard– now - Domain: Number and Operations in Base ten 1nBt

Benchmark – now - Cluster: Extend the counting sequence.

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Integrated Curriculum Standards:

RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

NCTM Process Standards addressed:

Problem Solving: Students will be assessing data and recording data in a bar graph.

Reasoning and Proof: Students will establish a relationship between reading a bar graph and answering questions which pertain to the graph.

Communication: Students will communicate with the teacher when recording information about their pets on the “Our Pets” bar graph.

Connections: Students will make real life connections when we discuss the data measured and recorded.

Representations: Students will represent their understanding of a bar graph by completing a worksheet.

Unit Objectives/Outcomes:

The students will…

❖ Demonstrate prior knowledge of reading and writing numerals and represent a number of objects with a written numeral.

❖ Compare two numbers and understand that one number is greater than the other.

❖ Accurately assess data and record data in a bar graph.

❖ Demonstrate understanding between fiction and nonfiction

Safety Precautions: Classroom safety rules will be followed.

Materials Needed:

✓ SMART Board

✓ Book: “Bar Graphs” by Vijaya Khisty Bodach

✓ Bar Graph portrayed on SMART Board

✓ Pencil

✓ Favorite Cake Bar Graph (Smartboard)

✓ Pet Bar Graph Homework Worksheet

✓ Student’s math notebooks

Early Preparations:

✓ Have the Smartboard ready with the word “bar graph” and its definition

✓ Favorite Cake Bar Graph cued up on the Smartboard

✓ “Our Pet” bar graph prepared for Smartboard

✓ Have the Pet Bar Graph worksheet ready for homework

Engagement Activity:

• Students will meet on the rug, in front of the teachers “Reading Chair”

• Ask students to recall the difference between fiction and nonfiction books.

• Have students look at the cover of the book and then take a quick picture walk through the book “Bar Graphs” by Vijaya Khisty Bodach.

• Ask students if this looks like a book that will tell a story or give information.

• Read the book “Bar Graphs” by Vijaya Khisty Bodach. (show each page and allow students time to analyze questions about the data that is being presented)

• Have students return to their desks and take out their math notebook

Procedures:

➢ Ask students to think of a definition for “Bar Graph”

➢ Teacher will allow a few students to share their definition of what a bar graph is.

➢ Slide the word “bar graph” up to the top of the Smartboard and uncover the definition.

➢ Have students write the word “bar graph” and its definition in their notebook. (Remind them that we are recording new vocabulary words in our math notebook as we learn them.)

➢ Bring up the “Favorite Cake Bar Graph” on the Smartboard

➢ Remind students that the graph shows us information that was gathered from asking the question, “What is your favorite kind of cake?”

➢ Go over the information on the “Favorite Cake Bar Graph” (the graph has a title, words as the bottom of the graph show what kind of cake and the numbers on the side of the graph show how many students liked that kind of cake, these are labels) and then go over each question that is asked about the graph.

➢ Pull up the blank bar graph on the Smartboard. Write the title “Our Pets”, label the pets (dog, cat, fish, bird), numbers)

➢ Ask students to raise their hands if they have a dog, cat, fish, bird.

➢ Fill in the bar graph illustrating “collecting data” and “recording data”

➢ Have each row “captain” pass out the “My Pets” worksheet

➢ Have students work independently on this worksheet and turn it in to their “Complete” homework pouch.

Closing:

Have students clean off their desk. We have a snack after math lessons, so today we are going to have animal crackers. Snack helper will pass out napkins and I will pass out the small bags of animal crackers. I am asking the students to put their animals in rows on their napkins, creating a bar graph. After I quickly assess their “graph” they may eat their snack.

Bloom’s Taxonomy (check those which apply):

_X_Knowledge _X_ Comprehension _X_Application _X_Analysis _X_Synthesis _X_Evaluation

Multiple Intelligences (check those which apply):

_X_Verbal/Linguistic X Mathematical/Logical X Visual/Spatial Musical/Rhythmical,

X Interpersonal X Intrapersonal X Naturalist Bodily/Kinesthetic

Use of Technology:

Smartboard

Cross-Curricular Integration:

• RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

➢ Students discussed the difference in fiction and nonfiction books

Internet Resources:





Reflection: Was this lesson successful? What worked? What could I have done differently?

This lesson was successful. The students were able to use prior knowledge about fiction and nonfiction to determine that our book was nonfiction, one that gives information. Students understood how data can be collected and recorded. Students enjoyed sharing what pet they owned and thought that collecting this information was fun. I was able to assess students understanding of bar graphs by checking their “My Pets” worksheet.

Differentiating Instruction Plans:

My lower level students are place strategically around the room, so that they are sitting near a higher level learner. I also have two ELL students who I will be keeping a close eye on, making sure they understand the new word, bar graph. My student with ADD understands that when he needs to stand up at his desk to work that he may do so, also if his behavior becomes distracting to those around him he understands that I will place a small stop sign on his desk and he is to move over to the “Safe Spot” (a desk located near the teacher’s desk where he can have some time to regain control).

Assessments:

✓ Students will be assessed by observation as they are responding to questions asked

✓ Students will be assessed as they participate with the “Our Pets” bar graph I model on the Smartboard

✓ Student’s worksheet will be assessed by the answer sheet provided in the teacher’s manual. This assessment will give the teacher insight as to what may need to be retaught or if the class is ready to move on.

8

7

6

5

4

3

2

1

Chocolate

Yellow

Marble

White

How many people like chocolate cake?

2. How many people like marble cake?

3. How many people like yellow cake?

4. How many people like white cake?

5. What is the least popular cake?

6. What is the most popular cake?

Bar Graph of Pets

This is a graph of pets that belong to the students of Miss Smith’s class. Use the information from the graph to answer the questions.

8 Pets

7

6

5

4

3

2

1

0

1. How many dogs do the students have? 1.

2. How many birds do they have? 2.

3. How many cats do they have? 3.

4. How many fish do they have? 4.

5. Do they have more fish or cats? 5.

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Subject/Lesson: Mathematics

Grade: Second Grade

Unit/Content: Graphing

hide properties

Document Type:

Lesson Plan

Standard– now - Domain: Measurement and Data

Benchmark – now - Cluster: Represent and interpret data.

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems4 using information presented in a bar graph

Standard– now - Domain: Operations and Algebraic Thinking

Benchmark – now - Cluster: Represent and solve problems involving addition and subtraction

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Integrated Curriculum Standards:

SL.2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in. small and larger groups

NCTM Process Standards addressed:

Problem Solving: Students will be assessing data and recording data in a bar graph.

Reasoning and Proof: Students will establish a relationship between obtaining data and creating a bar graph. (Creating a bar graph will prove their data findings)

Communication: Students will communicate with each other as they discuss the different data material and findings. Students will also be communicating with the whole class when we discuss the data that was measured and recorded.

Connections: Students will make real life connections when we discuss the data measured and recorded.

Representations: Students will complete a bar graph and represent their findings by recording the data on a bar graph.

Unit Objectives/Outcomes:

The students will…

❖ Demonstrate understanding of creating and reading a bar graph.

❖ Demonstrate ability to compare data.

❖ Participate in a collaborative learning environment

❖ Accurately assess data and record data in a bar graph.

Safety Precautions: Classroom safety rules will be followed. When doing exercises remind students to be considerate of others and use their inside voices.

Materials Needed:

✓ SMART Board

✓ Book: “Bar Graphs” by Vijaya Khisty Bodach

✓ Bar Graph portrayed on SMART Board

✓ Pencil

✓ Favorite Cake Bar Graph (Smartboard)

✓ Wide square graph paper

✓ Crayons or Colored Pencils

✓ Student’s math notebooks

✓ Rubric prepared

Early Preparations:

✓ Have the Smartboard ready with the word “bar graph” and its definition

✓ Have a blank bar graph cued up on the Smartboard

✓ Favorite Cake Bar Graph cued up on the Smartboard

✓ 22 wide squared graph papers on front table

Engagement Activity:

• Students will meet on the rug, in front of the teachers “Reading Chair”

• Have students look at the cover of the book and then take a quick picture walk through the book “Bar Graphs” by Vijaya Khisty Bodach.

• Ask students if this looks like a book that will tell a story or give information. Look for background knowledge of Fiction and Nonfiction.

• Read the book “Bar Graphs” by Vijaya Khisty Bodach. (show each page and allow students time to analyze questions about the data that is being presented)

• Have students return to their desks and take out their math notebook

Procedures:

➢ Ask students to think of a definition for “Bar Graph”

➢ Teacher will allow a few students to share their definition of what a bar graph is.

➢ Slide the word “bar graph” up to the top of the Smartboard and uncover the definition.

➢ Have students write the word “bar graph” and its definition in their notebook. (Remind them that we are recording new vocabulary words in our math notebook as we learn them.)

➢ Bring up the “Favorite Cake Bar Graph” on the Smartboard

➢ Remind students that the graph shows us information that was gathered from asking the question, “What is your favorite kind of cake?”

➢ Go over the information on the “Favorite Cake Bar Graph” (the graph has a title, words as the bottom of the graph show what kind of cake and the numbers on the side of the graph show how many students liked that kind of cake, these are labels) and then go over each question that is asked about the graph.

➢ Pull up the blank bar graph on the Smartboard. Write the title “Our Pets”, label the pets (dog, cat, fish, bird), numbers showing how many children)

➢ Ask students to raise their hands if they have a dog, cat, fish, bird.

➢ Fill in the bar graph illustrating “collecting data” and “recording data”

➢ Have each row “captain” pass out the wide square graph paper

➢ Explain to students they are going to create a bar graph

➢ Using blank bar graph on the Smartboard, have students copy the Title and labels as you model this (Title: Flavors of Ice Cream, labels: bottom of graph (vanilla, chocolate, strawberry), side of graph (numbers 1-20)

➢ Instruct students that they are going to have 10 minutes to collect their data. They are going to ask each classmate what kind of ice cream they like best. They are to color in one square per answer. They should end up with 20 squares colored in.

➢ There is a rubric on the board which shows students what they need to have on their bar graph in order to get a good score.

➢ Have students return to their seat.

➢ On the back of their bar graph have students write the questions:

1. How many students like vanilla ice cream?

2. How many students like chocolate ice cream?

3. How many students like strawberry ice cream?

4. Which flavor is most liked by students?

➢ Have students answer these questions and turn in completed bar graph to the “Completed” homework pouch.

Closing:

Have students clean off their desk. As students are ready to line up for lunch tell them we are going to create a “Human Bar Graph”. Have students with brown hair get in one line, students with blonde hair in one line, and students with black hair in one line. Students with the longest line will line up first, students with the second longest line will line up second, and remaining students will then line up.

Bloom’s Taxonomy (check those which apply):

_X_Knowledge _X_ Comprehension _X_Application _X_Analysis _X_Synthesis _X_Evaluation

Multiple Intelligences (check those which apply):

_X_Verbal/Linguistic X Mathematical/Logical X Visual/Spatial Musical/Rhythmical,

X Interpersonal X Intrapersonal X Naturalist X Bodily/Kinesthetic

Use of Technology:

Smartboard

Cross-Curricular Integration:

• RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

➢ Students discussed the difference in fiction and nonfiction books

Internet Resources:





Reflection: Was this lesson successful? What worked? What could I have done differently?

This lesson was successful. The students were able to use prior knowledge about fiction and nonfiction to determine that our book was nonfiction, one that gives information. Students understood how data can be collected and recorded. Students enjoyed interviewing each other about their favorite ice cream flavor. I was able to assess students understanding of bar graphs by checking the bar graphs they created and their responses to the questions on the back of the graph.

Differentiating Instruction Plans:

My lower level students are place strategically around the room, so that they are sitting near a higher level learner. I also have two ELL students who I will be keeping a close eye on, making sure they understand the new word, bar graph. My student with ADD understands that when he needs to stand up at his desk to work that he may do so, also if his behavior becomes distracting to those around him he understands that I will place a small stop sign on his desk and he is to move over to the “Safe Spot” (a desk located near the teacher’s desk where he can have some time to regain control).

Assessments:

✓ Students will be assessed by observation as they are responding to questions asked

✓ Students will be assessed as they participate with the “Favorite Flavor of Ice Cream” bar graph.

✓ Student’s bar graph will be assessed by the rubric provided by the teacher.

2nd Grade Bar Graph Rubric

| | |3 |2 |1 |

| | |ALL bars show correct data. |MOST bars show correct data. |Only SOME bars show correct data. |

|Data | | | | |

| | | | | |

| | |Title makes sense for the data. ALL labels are|Title makes sense for the data. MOST labels|Title doesn’t make sense. Few labels are present|

|Title / Labels | |present and correct, choices of ice cream and |are present and/or correct. |or correct. |

| | |number of students. | | |

| | |Boxes are colored neatly. ALL labels are |MOST boxes are colored neatly. MOST labels |Only some boxes are colored neatly. |

|Neatness / | |clearly written. |are clearly written. | |

|Organization | |Bar graph is neat. |Bar graph is not very neat. |Bar graph is sloppy overall. |

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Subject/Lesson: Mathematics

Grade: Third Grade

Unit/Content: Graphing

hide properties

Document Type:

Lesson Plan

Standard– now - Domain: Measurement and Data

Benchmark – now - Cluster: Represent and interpret data.

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 3.Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Standard– now - Domain: Operations and Algebraic Thinking

Benchmark – now - Cluster: Represent and solve problems involving multiplication and division.

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Integrated Curriculum Standards:

SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts

and relevant, descriptive details, speaking clearly at an understandable pace.

NCTM Process Standards addressed:

Problem Solving: Students will be assessing data and recording data in a bar graph.

Reasoning and Proof: Students will establish a relationship between obtaining data and creating a bar graph. (Creating a bar graph will prove their data findings)

Communication: Students will communicate with the teacher in answering questions and when they create their bar graph they will communicate with each other.

Connections: Students will make real life connections when we discuss the data measured and recorded.

Representations: Students will complete a bar graph and represent their findings by recording the data on a bar graph.

Unit Objectives/Outcomes:

The students will…

❖ Demonstrate understanding of creating and reading a bar graph.

❖ Demonstrate ability to compare data.

❖ Participate in a collaborative learning environment

❖ Accurately assess data and record data in a bar graph.

Safety Precautions: Classroom safety rules will be followed. When doing exercises remind students to be considerate of others and use their inside voices.

Materials Needed:

✓ SMART Board

✓ Book: “Bar Graphs” by Vijaya Khisty Bodach, 2008

✓ Bar Graph portrayed on SMART Board

✓ Pencil

✓ Favorite Cake Bar Graph (Smartboard)

✓ Wide square graph paper

✓ Crayons or Colored Pencils

✓ Student’s math notebooks

✓ Rubric prepared

Early Preparations:

✓ Have the Smartboard ready with the word “bar graph” and its definition

✓ Have a blank bar graph cued up on the Smartboard

✓ Favorite Cake Bar Graph cued up on the Smartboard

✓ 22 wide squared graph papers on front table

Engagement Activity:

• Students will meet on the rug, in front of the teachers “Reading Chair”

• Have students look at the cover of the book and then take a quick picture walk through the book “Bar Graphs” by Vijaya Khisty Bodach.

• Ask students if this looks like a book that will tell a story or give information. Look for background knowledge of Fiction and Nonfiction.

• Read the book “Bar Graphs” by Vijaya Khisty Bodach. (show each page and allow students time to analyze questions about the data that is being presented)

• Have students return to their desks and take out their math notebook

Procedures:

➢ Ask students to think of a definition for “Bar Graph”

➢ Teacher will allow a few students to share their definition of what a bar graph is.

➢ Slide the word “bar graph” up to the top of the Smartboard and uncover the definition.

➢ Have students write the word “bar graph” and its definition in their notebook. (Remind them that we are recording new vocabulary words in our math notebook as we learn them.)

➢ Remind students that they have created bar graphs before. But today we are going to be moving a little further in our thinking skills when it comes to recording and analyzing our data.

➢ Bring up the “Favorite Cake Bar Graph” on the Smartboard (For a quick reminder use this graph)

➢ Remind students that the graph shows us information that was gathered from asking the question, “What is your favorite kind of cake?”

➢ Go over the information on the “Favorite Cake Bar Graph” (the graph has a title, words as the bottom of the graph show what kind of cake and the numbers on the side of the graph show how many students liked that kind of cake, these are labels) and then go over each question that is asked about the graph.

➢ Pull up the blank bar graph on the Smartboard. Write the title “My Favorite Color”, Inform students that the X Axis is where we will record the color words, and the Y Axis we will record the number of students.

➢ The X Axis runs “across” or horizontal, The Y Axis runs up and down or vertical.

➢ Instead of each box representing one student, each box will represent 2 students. Ask student “When you are counting the data, what will you be counting by?” Answer: by 2’s

➢ Fill in the bar graph illustrating “collecting data” and “recording data”

➢ Fill in 2 boxes for green, 3 boxes for red, 1 box for blue, 2 boxes for yellow, 1 box for brown, 2 boxes for purple.

➢ Now let’s add our boxes together to make sure we have everyone’s favorite color in our graph. Remind students that each box equal 2 2x2= 4 so four students like green, 3x2=6 so six students like red ect.

➢ Have each row “captain” pass out the wide square graph paper

➢ Explain to students they are going to create a bar graph. The information needed on the bar graph will be the title and labels. The question they will ask their fellow peers is “What is your favorite sport?” Choices are basketball, baseball, football, gymnastics, and soccer. (I will write this on the board as I am explaining the assignment and the students can get their title and labels from this information)

➢ There is a rubric on the Smartboard. It shows my expectations so the students can follow the rubric and know exactly how to do the assignment.

➢ Students are going to walk around the room and gather their data. Tell them to use tally marks so that they can get an accurate count for the number of boxes that need filled since every box represents 2 students and not 1.

➢ Instruct students that they are going to have 10 minutes to collect their data. Have students return to their seat.

➢ On the back of their bar graph have students write the questions:

1. How many students like basketball?

2. How many students like baseball?

3. How many students like football?

4. How many students like gymnastics?

5. How many students like soccer?

6. Which sport is most liked?

7. Which sport is least liked?

8. Write three multiplication sentences describing the data you received.

Example: If four students liked football you would write 2x2=4 since one box shows two students and two boxes are colored.

➢ Have students answer these questions and turn in completed bar graph to the “Completed” homework pouch.

Closing:

Have students clean off their desk. As students are ready to line up for lunch ask them to write an exit ticket telling you what would be a good question for collecting data if we were to create another bar graph. Remind them that in order to receive all 5 points they need to have their name, date, question, and answer. They turn in their exit ticket as they line up.

Bloom’s Taxonomy (check those which apply):

_X_Knowledge _X_ Comprehension _X_Application _X_Analysis _X_Synthesis _X_Evaluation

Multiple Intelligences (check those which apply):

_X_Verbal/Linguistic X Mathematical/Logical X Visual/Spatial Musical/Rhythmical,

X Interpersonal X Intrapersonal Naturalist Bodily/Kinesthetic

Use of Technology:

Smartboard

Cross-Curricular Integration:

• RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

➢ Students discussed the difference in fiction and nonfiction books

Internet Resources:





Reflection: Was this lesson successful? What worked? What could I have done differently?

This lesson was successful. The students were able to use prior knowledge about fiction and nonfiction to determine that our book was nonfiction, one that gives information. Students understood how data can be collected and recorded. Students enjoyed interviewing each other about their favorite ice cream flavor. I was able to assess students understanding of bar graphs by checking the bar graphs they created and their responses to the questions on the back of the graph.

Differentiating Instruction Plans:

My lower level students are place strategically around the room, so that they are sitting near a higher level learner. I also have two ELL students who I will be keeping a close eye on, making sure they understand the new word, bar graph. During our math center, students may go to the web-site for more graphing experience and practice. Another web-site I will have students use is they can interact with this web-site and learn the parts of a graph and how to create a graph. I have a couple of higher level learners who may try creating a Pie Graph during math centers with the information given.

Assessments:

✓ Students will be assessed by observation as they are responding to questions asked

✓ Students will be assessed as they participate with the “Favorite Cake” bar graph.

✓ Student’s bar graph will be assessed by the rubric provided by the teacher.

3nd Grade Bar Graph Rubric

| | |3 |2 |1 |

| | |ALL bars show correct data. |MOST bars show correct data. |Only SOME bars show correct data. |

|Data | | | | |

| | | | | |

| | |Title makes sense for the data. ALL labels are |Title makes sense for the data. MOST labels are|Title doesn’t make sense. Few labels are|

|Title / Labels | |present and correct. Scale Is represented by |present and/or correct. |present or correct. |

| | |2’s. | | |

| | |Boxes are colored neatly. ALL labels are |MOST boxes are colored neatly. MOST labels are |Only some boxes are colored neatly. |

|Neatness / | |clearly written. |clearly written. | |

|Organization | |Bar graph is neat. |Bar graph is not very neat. |Bar graph is sloppy overall. |

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Subject/Lesson: Mathematics

Grade: First Grade

Unit/Content: Fractions

hide properties

Document Type:

Lesson Plan

Standard – now - Domain: Geometry

Benchmark – now - Cluster: Reason with shapes and their attributes

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

NCTM Process Standards addressed:

Problem Solving: Students will be using manipulatives to model half of and a fourth of.

Reasoning and Proof: Students will use shapes to prove their answers for the worksheet.

Communication: Students will communicate with each other when they work in their table groups. Students will also be communicating with the whole class when we discuss fractions.

Connections: Students will make real life connections when we discuss sharing food.

Representations: Students will be using their shapes to represent fractions.

Unit Objectives/Outcomes:

The students will…

✓ Understand that a fraction is part of a whole and parts have to be equal

✓ Manipulate shapes to show ½ and ¼

✓ Determine what part of the whole is shaded

Safety Precautions:

Classroom safety rules will be followed.

Materials Needed:

✓ Mary Clare Likes to Shareby Joy Hulme

✓

✓ Shapes

✓ 21 Worksheets

✓ crayons

Early Preparations:

✓ Have Fabulous Fractions cued up on Smartboard

✓ Make sure shapes are out on the back table (each group picks up one container)

✓ Make 21 copies of Worksheet

Engagement Activity:

Class, please meet me on the carpet at your carpet spot. Today we are going to be reading a story called “Mary Clare Likes to Share”. Ask two students to stand up. If they had one sandwich and wanted to share it how would they divide it fairly? (In half). If I brought in a cake and I wanted to share it with the whole class, how many pieces would I need to cut the cake into? Ask the class if it would be fair for me to cut some pieces bigger and others smaller. NO. When we share we need to be fair. Listen to the story and find out how Mary Clare Likes to Share.

Procedures:

➢ The teacher will read the book. Show each page so students get a visual about how Mary Clare is sharing her food with her friends. Ask students questions pertaining to the content.

➢ When finished reading the book, the teacher will use the Smartboard and go back over each food that was shared. Using shapes to represent the food that was shared. Ask students to help you divide the food in equal parts. Remind them that the clue word here is equal parts.

➢ Bring up the Fabulous Fraction interaction activity. Students will respond as you call on them.

➢ Students will return to their desks.

➢ The captain of each table will pick up their color tub off the back ledge and pass out the fraction worksheet and the shapes. (Each table has the same number of shape manipulatives)

➢ The teacher will give directions on how to do the worksheet and the first problem will be worked out with the teacher modeling the example.

➢ The teacher will use observation to assess how well the students are manipulating shapes creating fractions.

➢ After using the shapes to create the fractions the students will then color the fractions as the directions indicate.

➢ Students will complete the worksheet in class and turn it in. The worksheet will be assessed by the answer key found in the teacher’s manual.

➢ Students are to use their ipad and play the Pizza Fractions Game found on the web-site:

Closing:

Each of you brought in a fruit that can be shared with one friend. Please take out that fruit and our three parent helpers are here to help us divide the fruit into halves. As soon as everyone’s fruit is shared, you may eat your snack.

Bloom’s Taxonomy (check those which apply):

_x__Knowledge _x__ Comprehension _x__Application _x__Analysis __x_Synthesis _x__Evaluation

Multiple Intelligences (check those which apply):

_x__Verbal/Linguistic __X __Mathematical/Logical __x __Visual/Spatial ___Musical/Rhythmical,

___x _Interpersonal __x __Intrapersonal ___Naturalist ___Bodily/Kinesthetic

Use of Technology:

Smartboard

iPads

Cross-Curricular Integration:

Reading

Key Ideas and Details

CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.

Internet Resources:







Reflection: Was this lesson successful? What worked? What could I have done differently?

This lesson was successful. The students enjoyed the book “Mary Clare Likes to Share” and they were very engaged since it was about a girl sharing with her friends. Students were catching the concept that in order for something to be shared (fractioned) it must be equal parts. The students enjoyed the Fabulous Fractions interactive link. The worksheet gave them hands on learning as well as coloring or shading in the parts which were described in the worksheet. My objectives were met.

Differentiating Instruction Plans:

My lower level students are place strategically around the room, so that they are sitting near a higher level learner. I also have two ELL students who I will be keeping a close eye on, making sure they understand the new words (fraction, part, whole, ½, ¼, and 1/3). I will pull any students who are having a tough time back to the horseshoe table during centers to work on fractions using the shape manipulatives.

Assessments:

✓ The teacher will use questioning to see how well the students comprehended the book .

✓ The teacher will use observation to assess how well the students are matching up the shape manipulaives with the worksheet fractions.

✓ Student’s worksheets will be assessed by the answer sheet provided in the teacher’s manual. This assessment will give the teacher insight as to what may need to be retaught or if the class is ready to move on.

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Subject/Lesson: Mathematics

Grade: 2nd

Unit/Content: Fractions

hide properties

Document Type:

Lesson Plan

Standard – now - Domain: Geometry

Benchmark – now - Cluster: Reason with shapes and their attributes.

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

NCTM Process Standards addressed:

Problem Solving: Students will be using manipulatives to model fractions.

Reasoning and Proof: Students will use shapes to prove their answers for the worksheet.

Communication: Students will communicate with each other when they work in their table groups. Students will also be communicating with the whole class when we discuss fractions.

Connections: Students will make real life connections when we discuss that fraction can be seen and used in our everyday life.

Representations: Students will be using their shapes to represent fractions.

Unit Objectives/Outcomes:

The students will…

✓ Understand that a fraction is part of a whole and parts have to be equal

✓ Manipulate shapes to show different fractions

✓ Determine what part of the whole is shaded

Safety Precautions:

Classroom safety rules will be followed.

Materials Needed:

✓ Whole-Y Cow! Fractions are Fun By Taryn Souders

✓

✓ Shapes

✓ 22 Worksheets

✓ pencil

Early Preparations:

✓ Have Fabulous Fractions cued up on Smartboard

✓ Make sure shapes are out on the back table (each group picks up one container)

✓ Make 22 copies of Worksheet

Engagement Activity:

Class, today we are going to be reading a story called “Whole-Y Cow! Fractions are Fun”. Ask students to think about what they know about fractions. Allow a few students to share. Fractions can sometimes be a part of math that students do not enjoy. However, we are going to find the fun in fractions.

Procedures:

➢ The teacher will read the book. Show each page so students get a visual of each “fraction” that is being portrayed. There are questions in the book that students will respond to.

➢ When finished reading the book, the teacher will go back through the book and have students interact with the fractions that are discussed.

➢ In the back of this book, there is a list of fractions that were used in the book. Pull sticks and have that student come to the Smartboard and write the fraction on the board. If they get stuck they may have a friend help them out.

➢ Bring up the Fabulous Fraction interaction activity. Students will respond as you call on them.

➢ The captain of each table will pick up their color tub off the back ledge and pass out the fraction worksheet and the shapes. (Each table has the same number of shape manipulatives)

➢ The teacher will write fractions on the board and the students will use their manipulatives to represent the fraction. (3/4 = 3 red trianges and 1 blue triangle) How many red triangles? Do 8 of these on the board.

➢ Students will do their worksheet individually.

➢ The teacher will use observation to assess how well the students used manipulatives to represent fractions.

➢ Students will complete the worksheet in class and turn it in. The worksheet will be assessed by the answer key found in the teacher’s manual.

Closing:

Students may get out their iPad and go to the web-site .

Bloom’s Taxonomy (check those which apply):

_x__Knowledge _x__ Comprehension _x__Application _x__Analysis __x_Synthesis _x__Evaluation

Multiple Intelligences (check those which apply):

_x__Verbal/Linguistic __X __Mathematical/Logical __x __Visual/Spatial ___Musical/Rhythmical,

___x _Interpersonal __x __Intrapersonal ___Naturalist ___Bodily/Kinesthetic

Use of Technology:

Smartboard

iPads

Cross-Curricular Integration:

Reading

Key Ideas and Details

CCSS.ELA-Literacy. RL.2.1 – Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text

Internet Resources:









Reflection: Was this lesson successful? What worked? What could I have done differently?

This lesson was successful. The students enjoyed the book and found some fun in doing fractions. The students enjoyed the Fabulous Fractions interactive link. Working with the shapes and creating fractions was a great way to help students reengage in learning fractions. The worksheet gave the teacher an opportunity to see what needs to be retaught and what students may need extra help or higher level learning activities.

Differentiating Instruction Plans:

My lower level students are place strategically around the room, so that they are sitting near a higher level learner. I also have two ELL students who I will be keeping a close eye on, making sure they are reconnecting with fractions and understand the different activities we did today. I will pull any students who are having a tough time back to the horseshoe table during centers to work on fractions and I will give my higher level learners some different web-sites to visit that will challenge them.

Assessments:

✓ The teacher will use questioning to see how well the students comprehended the book .

✓ The teacher will use observation to assess how well the students are creating fractions with manipulatives.

✓ Student’s worksheets will be assessed by the answer sheet provided in the teacher’s manual. This assessment will give the teacher insight as to what may need to be retaught or if the class is ready to move on.

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Subject/Lesson: Mathematics

Grade: 2nd

Unit/Content: Fractions

hide properties

Document Type:

Lesson Plan

Standard – now - Domain: Number and Operations—Fractions

Benchmark – now - Cluster: Develop understanding of fractions as numbers..

Indicator – now - hide properties

Document Type:

Lesson Plan

Standard: 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

NCTM Process Standards addressed:

Problem Solving: Students will be using manipulatives to model fractions.

Reasoning and Proof: Students will use shapes to prove their answers for their art work.

Communication: Students will communicate with each other when they work in their table groups. Students will also be communicating with the whole class when we discuss fractions.

Connections: Students will make real life connections when we discuss that fraction can be seen and used in our everyday life.

Representations: Students will be using their shapes to represent fractions.

Unit Objectives/Outcomes:

The students will…

✓ Understand that a fraction is part of a whole and parts have to be equal

✓ Manipulate shapes to show different fractions

✓ Determine what part of the whole is a fraction of their animal or object

Safety Precautions:

Classroom safety rules will be followed.

Materials Needed:

✓ Whole-Y Cow! Fractions are Fun By Taryn Souders

✓ Shapes

✓ white art paper

✓ Pencil

✓ Crayons or colored pencils

Early Preparations:

✓ Have Fabulous Fractions cued up on Smartboard

✓ Make sure shapes are out on the back table (each group picks up one container)

✓ Lay out white paper in each groups plastic container

Engagement Activity:

Class, today we are going to be reading a story called “Whole-Y Cow! Fractions are Fun”. Ask students to think about what they know about fractions. Allow a few students to share. Fractions can sometimes be a part of math that students do not enjoy. However, we are going to find the fun in fractions.

Procedures:

➢ The teacher will read the book. Show each page so students get a visual of each “fraction” that is being portrayed. There are questions in the book that students will respond to.

➢ When finished reading the book, the teacher will go back through the book and have students interact with the fractions that are discussed.

➢ In the back of this book, there is a list of fractions that were used in the book. Pull sticks and have that student come to the Smartboard and write the fraction on the board. If they get stuck they may have a friend help them out.

➢ The captain of each table will pick up their color tub off the back ledge and pass out the white art paper.

➢ The teacher will write fractions on the board and the students will use their manipulatives to represent the fraction. (3/4 = 3 red trianges and 1 blue triangle) How many red triangles? Do 8 of these on the board.

➢ After students seem to be recalling what fractions are move on to assignment.

➢ Students are going to create an animal or object using a shape. The animal or object is the WHOLE and each piece of the animal or object is the PART. Put the example of the Cat on the Smartboard.

➢ After creating their animal or object, the students will number each part and write how many make up the whole animal or object. Example 17 parts make up the cat.

➢ Write four fractions on the back of their paper. Example the tail is 3/17.

➢ Write one sentence using a fraction about your art work. See cat example.

➢ See attached art work for an example.

➢ The teacher will use observation to assess how well the students used manipulatives to represent fractions.

➢ Students will complete their project in class and if they need more time, they may work on the paper during centers.

➢ Students will turn in this assignment for a grade.

➢ A rubric is on the board so students know exactly what is expected of them to receive a good score.

Closing:

Have students think about what they found “fun” in learning about fractions today. Have them get an exit ticket out and write what they thought was fun about fractions. Remind students that in order to receive 5 points they need their name, date, and a complete sentence.

Bloom’s Taxonomy (check those which apply):

_x__Knowledge _x__ Comprehension _x__Application _x__Analysis __x_Synthesis _x__Evaluation

Multiple Intelligences (check those which apply):

_x__Verbal/Linguistic __X __Mathematical/Logical __x __Visual/Spatial ___Musical/Rhythmical,

___x _Interpersonal __x __Intrapersonal ___Naturalist ___Bodily/Kinesthetic

Use of Technology:

Smartboard

Cross-Curricular Integration:

Reading

Key Ideas and Details

CCSS.ELA-Literacy. RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

Internet Resources:





Reflection: Was this lesson successful? What worked? What could I have done differently?

This lesson was successful. The students enjoyed the book and found some fun in doing fractions. Working with the shapes and creating fractions was a great way to help students reengage in learning fractions. The students enjoyed creating their animal or object. This activity allowed the students to engage and self-evaluate what a “part” of their animal or object was.

Differentiating Instruction Plans:

My lower level students are place strategically around the room, so that they are sitting near a higher level learner. I also have two ELL students who I will be keeping a close eye on, making sure they are reconnecting with fractions and understand the different activities we did today. I will offer assistance to any student who is having any trouble creating their animal or object. My assistance will be verbal encouragement and direction on fractions only. I will give examples of writing fractions on the board if students need more examples.

Assessments:

✓ The teacher will use questioning to see how well the students comprehended the book .

✓ The teacher will use observation to assess how well the students are creating fractions with manipulatives.

✓ Student’s art project will be assessed and graded, using the rubric that is provided.

3nd Grade Art Fraction Rubric

| | |3 |2 |1 |

| | |All fractions are written |MOST fractions are written correctly. |Only SOME fractions are written correctly. |

|fractions | |correctly | | |

| | | | | |

| | |The fractional sentence is written|The fractional sentence is written with 2 – 3 |The sentence is not written correct. |

|Sentence | |correctly; proper conventions. |incorrect items. | |

| | |Shapes are colored neatly. |MOST shapes are colored neatly. |Only some shapes are colored neatly. |

|Neatness / Organization | | |. | |

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Southwestern College

6 Day Math Unit

By Donna Osborn

July 22, 2013

EDUC 338, Math in the Elementary School

Cindy Louthan, Instructor

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