Written Assignment #2

Due: 11:59pm, Sunday, August 3rd

Formatting Requirements: Single Space, 12 font, Times New Roman Font
STEP #1: Choose a title for your lesson, grade level, and estimation of the time the lesson will take.
Title: Understanding Fractions Through Art

Grade Level: 2

Duration of Lesson: 45 minutes

STEP #2: Go to EITHER page 255 or 298 in the required text and choose ONE STANDARD that will
serve as the framework for the lesson.
The student should be able to:

Understand and represent commonly used fractions, such as , 1/3 and 1/2

STEP #3: Choose a learning activity from the (a.) required text or (b.) internet, or (c.) that you create
on your own that is aligned to the STANDARD youre focusing on during the lesson AND engages
students in a problem solving strategy (see STEP #4).
Please make sure to cite the source of the learning activity. Include information about the materials
used during the lesson, the procedures that will be followed (what will the students being doing? what
will the teacher be doing?).
Materials:
Paper cut into circles with lines segmenting them into four pieces
Crayons
Scissors

Procedures:
Each student will have a paper circle and scissors at their desk. The teacher will be in front of the
classroom demonstrating. The teacher will first discuss what the vocab words equal, same and
equivalent mean and how this relates to fractions. Then he/she will talk about how fractions are part of
a whole number and explain how the fraction of the circle is 4/4 because there are four pieces. The
teacher will ask them to cut on the black line through the center of the circle and ask students to do the
same. Then he/she will hold up one of the pieces and ask how much is left (1/2) and this will be
written on the board. The same thing will be repeated giving (1/4) of the circle left. The teacher will
tack them onto the corkboard and ask students what fraction was taken away/what is fraction is left of
the circle. Then the teacher will ask the class to show of the circle on the desk in front of them and
repeat with both and 4/4 (1 whole). Students will then be grouped to work on two fractions
worksheets together. The first worksheet has them color the fractions and the second one challenges
them to figure out the fraction of pieces colored with different shapes. They can compare and discuss
answers to enhance understanding. The teacher will be using direct instruction in the beginning
facilitating the lesson, and then students will be working collaboratively. The teacher will monitor
students and check for understanding throughout.

http://www.education.com/worksheet/article/color-fractions-second/
http://www.edhelper.com/math/fractionsfg1507.htm

STEP #4: On page 106 in the required text begin reading/reviewing at the large blue heading

PROBLEM-SOLVING STRATEGIES and finish on page 115 at the sentence A more complete list
of strategies can be found at their Web site, www2.edc.org/accessmath.
Explain how your learning activity engages students in one or more of these problem-solving strategies
and why engaging them in this strategy will benefit their conceptual understanding.
HOW: Modeling and Think-Pair-Share
Students model the fractions by using manipulation with the physical parts of the circle in front of
them. They are creating fractions by removing and adding pieces. In the second component of the
lesson plan, students are grouped together to complete the two worksheets. They can get help or
clarification from others and then compare answers to help them check their understanding.

WHY: Modeling: Students are able to physically create fractions by working with the material in front
of them. This hands on approach will engage students because they are being asked to represent
fractions right there in front of them. This can be helpful to a variety of students, as they need to
understand math in a more concrete and solid way. Think-Pair-Share is effective because students are
being asked to work on solving problems but are given the opportunity to check for understanding.
They help each other, which actually helps all group members to solidify their learning. There may
also be less pressure on students who fear getting things wrong or feel inferior in math. It may be less
intimidating to get help from a friend who may even be able to help students learn in an even simpler or
better way than a teacher could!

STEP #5: Read/Review figure 5.12 on page 116 in the required text. Think carefully about the types of
procedures the students will be doing during your learning activity. Then choose a learning area, type
of task, potential difficulty, and potential strategy from figure 5.12 that is aligned with your learning
activity. Finally explain HOW this strategy will make learning more accessible for students with
special needs.
Learning Area: Psycho-Social

Types of Tasks: Working in pairs or small groups

Potential Difficulties: Groups are distracted/not on task

Possible Strategies: Set clear expectations for student collaboration and individual
accountability; continue to review and teach expectations throughout the year (from page 116 in
text)

HOW will this strategy will make learning more accessible for students with special needs:
I think that this strategy will help to make learning more accessible for students with special
needs, because they may have difficulty working with peers or get distracted. I think that by
making the expectations clear before the activity, students will be reminded of appropriate group
behavior. Also, I could be sure to monitor groups by walking around the class and checking in on
them.

STEP #6: On page 52 of the required text begin reading at the large blue heading THE USE OF
ASSESSMENT IN MATHEMATICS LEARNING and finish on page 67 at the sentence A teacher
needs to use both assessment and learning research tools together.
Then, write a brief explanation of how you will assess your students learning during this lesson.
HOW will I assess all of my students learning during todays lesson?:
I will assess my students learning during todays lesson by reviewing their completed
worksheets. Also, I will have them fill out a self-reflection form to let me know what they
learned, and also challenge them to think about what they could have done differently, etc.
https://www.teachervision.com/tv/printables/scottforesman/Math_K-2_AF_6.pdf
or
https://docs.google.com/file/d/0B1gANbLU7hbRdVg3UGVDQ09oVHc/edit?pli=1

STEP #7: Include any supplemental materials for your lesson, worksheets, assessment questions, etc.
Worksheets:
http://www.education.com/worksheet/article/color-fractions-second/
http://www.edhelper.com/math/fractionsfg1507.htm

Assessments:
https://www.teachervision.com/tv/printables/scottforesman/Math_K-2_AF_6.pdf
or
https://docs.google.com/file/d/0B1gANbLU7hbRdVg3UGVDQ09oVHc/edit?pli=1
Potential Follow Up Activity: http://www.education.com/activity/article/name-the-fraction/