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Fraction Lesson Plan

2nd Grade Level

Michelle Grande

EED 302 Fractions Lesson Plan

Teacher: Michelle Grande

Date: 5/24/13

Grade: 2nd grade

Number of Students: 24 students; 14 boys and 10 girls

Concept/Topic: Students will learn about fractions, understanding that a fraction is part of a region. By the end of the lesson students will be able to identify relationships among different shapes using pattern blocks and make a real world connection to fractions.

Michigan Grade Level Content Expectations & CCSS:

• CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Lesson Specific Objectives: Identifying fraction relationships using pattern blocks

Vocabulary Terms:

• Triangle: green piece that has three matching sides

• Rhombus: blue piece with four matching sides, each being the same length

• Trapezoid: red piece classified as a quadrilateral with two matching sides

• Hexagon: yellow piece classified as a polygon with six matching sides

Materials:

• Teacher: pencil, worksheet for students to trace shapes, dry erase board, dry erase markers

• Students: pattern blocks, pencil, worksheet paper, colored pencils or crayons.

Procedures:

I. Introduction or Anticipatory Set

a. Review by asking students questions on basic principles of fractions

b. Inform students that we will be using pattern blocks to help us learn how to create fractions

c. Draw a yellow hexagon on the board calling on students to identify the name of the shape, and take a guess at how many small green triangles they think would fit inside the hexagon.

d. Write down each student’s guess on the board, and then demonstrate to students by accurately drawing in how many triangles would fit

II. Instructional Procedure

• Instructional models used:

-Direct Instruction

-Inquiry Learning

-Learning Centers

• After introducing the topic of my lesson, I will begin by handing out pattern blocks to each table leader to distribute. I will additionally hand out blank pieces of paper that will help students to become more familiar with each unique shape. I will ask students to describe the shapes they see in front of them, as well as trace each one of the shapes onto their white pieces of paper; coloring, and labeling each shape.

• During this time period I will be walking around the room monitoring students to make sure everyone is participating. I will give students approximately ten minutes to complete this portion of the lesson. Once ten minutes has passed I will grab students attention by ringing a bell my cooperating teacher has in her room which students know signals to be quiet and listen.

• If the majority of students have completed tracing, coloring and labeling each shape we will begin to discuss how shapes can help us learn our fractions. Here I will call on a few students at random asking them questions on fractions, such as what is a fraction, and how can we use fractions in our every day lives. I will then draw a few shapes on the dry erase board and split them into fractions asking students if they can help me figure out which fraction is represented for each shape. This activity should take approximately five- ten minutes.

• The next part of the lesson involves students using the pattern blocks to determine how many times a shape can be divided or split. For example: how many small triangles can you fit into a rhombus. Students will have the option to work independently or with a partner for this activity. I will provide ten- fifteen minutes for this. A worksheet will be passed out to students that will be used to record their findings.

• The final activity in my lesson will involve students using pattern blocks to create a picture and then illustrate it sharing with the class how they will use fractions in their future. Students will be required to draw/trace and color at least one of each shape in their picture, however the format of the picture will be entirely up to the students imagination.

III. Assessment:

• I will assess my students understanding on fractions and shapes by having students complete a worksheet which involves students tracing out four different shapes and then exploring to see how many times each shape can be brown down creating a fraction such as 1/2.

• We will also have a class discussion on how we can use fractions to help us in our every day lives; story problems will be created together as a class.

• The students will use the build-draw-explain model while completing their worksheet in class. I will first demonstrate and explain the directions to the fraction worksheet I created. The students will provided four shapes for this activity, a yellow hexagon, a small green triangle that they will use to see how many times it can fit into other shapes, as well as a red trapezoid and blue rhombus.

• They will begin this assessment by first tracing their shape in the first box, in the second box they will trace the shape once again but this time use a different shape to fit inside and then trace that new shape and see how many times they can split up the first shape they traced out.

• The students were provided directions that when they finish the activity they should explain to their table partner what shape they used to create a fraction, as well as how many times the smaller shape would fit inside the larger shape, and then creating a fraction by shading in their piece.

IV. Post Discussion & Closure:

• Students will demonstrate the lesson’s main objective by tracing the hexagon, rhombus and trapezoid shapes onto their worksheet, labeling the name of each shape and how many sides or corners each has.

• They will also complete a follow-up worksheet in class that asks students questions such as: how many blue rhombuses can fit into one yellow hexagon?

• Additionally as a class we will discuss and write on the dry erase board a variety of ways that fractions can help us in the real world.

• As a final assessment student’s will illustrate the picture they created using the shapes to share with the class how they plan to use fractions in their own lives.

V. Backup Plan/Alternative Plan/Modification Plan

• Plan A: in order to reach higher levels of thinking for students who may have mastered shapes as well as fractions, I will allow students to create their own fraction story problem instead of tracing shapes and illustrating how they will use fractions in their future.

• Plan B: in order to simplify if too difficult for students, I will allow students to complete an alternative worksheet that involves basic shape questions for students asking how many shapes are in a picture provided.

VI. References:

Worksheets used in lesson:



Lesson Based off of:



Teaching Analysis:

When meeting with my cooperating teacher Mrs. Talmage the morning I would present my lesson I was nervous and unsure how my lesson would go, however after talking with my cooperating teacher I felt more confident and prepared. I wanted Mrs. Talmage to look over the worksheets that I had created, and modified for my lesson and get her opinion and see what she thinks would work with her students and what would not work. I asked Mrs. Talmage what math topics she would be covering two weeks before I would need to present so I would know what I should base my lesson on. Unfortunately without going to my field every day of the week, I did not know what fraction concepts Mrs. Talmage had already covered with her students that week. Because of this, I brought in a variety of material for my lesson ranging from introducing shapes by playing a shape matching game, to a variety of interactive worksheets. My cooperating teacher looked through the worksheets and lesson I had prepared and was impressed at how much material I had brought in. After going through the material I had brought in Mrs. Talmage and I had decided that it might be best to create a worksheet together during the students recess that would allow them to trace the shapes and then create a fraction by dividing up the shape with smaller shapes. I was thankful that Mrs. Talmage was willing to work with me in creating this additional worksheet. I thought this was a good experience working under pressure and time constraint because I only had a half hour before I would need to present my math lesson. Mrs. Talmage explained to me that it is important as a teacher to be flexible and understand that each classroom has a different way of doing things, however she has a professional understands the challenges student teachers have when they are unable to be in the classroom every day of the week. I now understand how important it is to be flexible with your students, because I experienced flexibility first hand with Mrs. Talmage.

Before presenting my lesson Mrs. Talmage gave me a gem of advice. She said to me that in order to have organization in your classroom you should always think ahead, and know how your students will react to different situations. For example, if you simply told your students to take a seat on the carpet not dismissing each table one-by –one you can expect students to be talking, and basically not transitioning well. As a teacher before any activity with your students you should review proper behavior and the expectations you have for the students, by doing this you are reminding students what they need to be doing. During transitions Mrs. Talmage monitors each student’s behavior, making a note on the board stating which table number did well during their transition by not talking, and being prepared. Tables that did not do well were punished in some way or another. I learned a lot from Mrs. Talmage on how to manage a classroom. I now know that at the begging of the year you should have a class discussion with your students to set up classroom expectations. This is important to everyone in the classroom because it informs and reminds students of what is acceptable behavior. It is also important that students know the consequences for their actions, which should also be set up at the beginning of the year.

This would be the first lesson that I would be presenting to a classroom full of students. To be prepared I planned ahead by asking if my teacher had pattern blocks that I could use for my lesson. I asked my cooperating teacher prior if she had any students with learning difficulties in her classroom, and found out that two of her students are in special education classes and might perform better working alone, or on different worksheets that are less challenging. Using the pattern blocks with my lesson was a great idea because it helped the students to visually see how many times different shapes, such as the small triangle; rhombus or trapezoid would fit into the yellow hexagon. After seeing how the students were doing working alone, I decided to provide the option of working in partners to those that might be interested, however the rule was that it must be the person sitting next to you at your table. I created this rule because I did not want the students to be getting out of their seats. I noticed that a side effect to group work is that the volume in the classroom goes up, which can be a problem if students get too distracted and begin talking with others across the room.

When presenting my lesson I began calling each table one-by-one to have a seat on the carpet and wait for further instruction. I did this because I wanted to use the dry erase board that is located in the back of the room where the carpet is. I also wanted to use the projector to show the students how to trace each shape. The night before I cut and large colored shapes that I would use to review with the students. Once each table number was called off and the students were sitting quietly I began placing each of the shapes on the whiteboard, using magnets to keep them in place. I then wrote down the name of each shape directly across from the shape but not in the order. The objective here was to see if the students would notice that the shapes were in the wrong order. Which was effective because immediately students were raising their hands to inform me that I wrote down the wrong order. I then called on those that had their hand raised to help me correct the order of the shapes by proper name. Once this activity had finished, I then used the projector to show and provide instruction to the students on the worksheet they would be doing once dismissed to their seats. When looking back on this part of my lesson, I think if I were to do it over again I would have the names of the shapes as well as the shapes on the board already so I would not have to turn my back to the students. By turning your back at times you can miss a student who looks confused or possibly raised their hand. I also would have repeated the directions a few additional times before dismissing the students back to their seats. I noticed that once students were back in their seat many of them seemed confused and did not seem to know what to do. I also could have written down the directions on the board so that if students had a question I could refer them to the board. Despite modifying the worksheet with Mrs. Talmage, some of the students still struggled with the concept of tracing the shapes. I think this could have been avoided by provide an outline of each shape on the worksheet. There was also some difficulty understanding which part of the fraction should be shaded in, a few students grasped this concept but many did not. Mrs. Talmage stated that she had taught her students the concept of shapes at the beginning of the year, so they might need a refresher course. She also informed me that over the past week she had introduced fractions, however did not use fraction bars, so that immediately eliminated one of my worksheets because she did not think her students would be ready for that concept yet.

Over all I would say that my lesson on fractions went pretty smoothly. There were a few times rough patches that I had to get the students attention and request the class to use inside voices as well as remain in their seats. I think when allowing young children to work in partners it is important to monitor the students to ensure that they are in fact using the math manipulative and not just talking with each other. I informed Mrs. Talmage that this was my first lesson that I would be doing with students and asked if she wouldn’t mind jumping in if she thought I missed a concept or if the students did not understand. Mrs. Talmage assisted me when explaining to students why we would shade in only one matching part if the fraction were ½, or possibly if we were using the small green triangles to divide a yellow hexagon into matching parts.

I noticed that the vocabulary used in Mrs. Talmages classroom was different from what we discussed in our classroom at Oakland. The fraction concepts found on agenda # 5 include terms such as numerator and denominator, in which Mrs. Talmage did not think was appropriate to use for second graders. The only fraction term that I noticed used in the classroom was ‘matching parts’, which simply means the parts were equal. My cooperating teacher explained that for some reason her students did not like the word ‘equal’ and had a hard time understanding what that meant. However when she used ‘matching ‘parts’ to describe fractions being equal or having equal pieces, the students understood. When trying to find ideas that I could incorporate into my fractions lesson plan I used the notes from class to refer back to, which provided me with the concept of using pattern blocks. I also found fraction fun bars as well as tangrams in our notes, however decided to not incorporate these activities into my lesson because I did not think we would have enough time for them. Mrs. Talmage had not used either of these math manipulative with her students so asked if I would refrain from introducing them because she did not want her students to be confused. Once again due to time restraints on the math lesson that day the students were not able to create a picture using pattern blocks and then explain how they could use fractions in their daily lives. I think having a field placement so close to the end of the school year can be limiting because not only are you restricted on time, but also it is more of a challenge gaining students attention due to end of the school activities that are going on, such as field day.

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