Lesson Plan

Teacher Candidate: Kristin Foster

Title of Lesson: parts of a whole
Grade Level(s): 2
nd
grade
Subject Area: Math
Location of the lesson (specify if in general or special education class):
Grouping (highlight: 1:1, small group, large group)

Preparing for the Lesson

1. Lesson Topic: What are the big ideas? How does this relate to what students are
currently learning in general education?
Shapes can be broken into equal parts called halves, fourths, and thirds. Equal
parts are the exact same size. The general education classroom is currently
working on breaking shapes into halves and fourths, then using the new shapes to
create composite shapes.

2. What are your learning targets for the lesson (i.e., what are your primary and supporting
objective of instruction)? What do you want the student(s) to learn and be able to do at the end
of the lesson? How will you assess the learning target? Please attach pre and post test data.
The learning target is for the student to be able to partition rectangles and circles into
equal halves, fourths and thirds. I gave students a test in which they had to divide a circle
and square in halves, thirds and fourths. During the pre-assessment the some of the
students could partition a shape into halves, fourths and thirds with a high level of
scaffolding however very few of the partitions were equal in size. Therefore I will focus
the beginning of my lesson on what equal means/looks like. After the activity I will give
them the same test. Both assessments are attached.

2. What Content Standards(s) and/or EEOs will this lesson address? How does this lesson
relate to the 21
st
Century skills?
Students will be working on the 21st century skills of communicating and
working together as they work towards sharing food in equal parts.
1. Shapes can be described by their attributes and used to represent part/whole
relationships
d. 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. (CCSS: 2.G.3)
I need to solidify the concept of equal shares in order for this lesson to be
successful.
3. List specific IEP goals that will be addressed during lesson:
Alexis will be able to solve addition and subtraction problems within 20 for 4/5 problems


4. Describe Specific Strategies to be taught/modeled during the lesson. How will you
incorporate the strategies, which have been taught/modeled into the students content courses
(math, literacy, behavior).
The strategy will be using hand on, concrete and real life materials to share equal
parts. We will use concrete, visual representations to discover larger, smaller and
mainly equal. I will allow each of them to partition a candy bar/graham cracker
into equal parts for them and a friend. Then they will have to partition the candy
bar into equal parts for them and 3 friends. We will discuss what they had to do to
create the equal parts. We will also discuss how many pieces we ended up with. I
will give them the names for each of the fractions and explain the way we write
fractions. The activity is also relevant to real life which will help build math to
life concepts along with building motivation.

5. What background (prior) knowledge do the students need to have to be successful? If the
students do not have this knowledge how will they get it?
Students will need to know what equal means. They will also know how to count and
add. Students will also need to have the attention to listen to others and attend to a task.

6. How will you address classroom and behavior management/grouping issues during the
lesson?
When I begin the lesson I will state the behavioral expectations and the
reinforcement they will receive when they have completed their work. I will have
a box in the middle of the table in which their materials will go when I am
instructing to insure their undivided attention on me. The materials box will also
insure students do not play with materials. I will use positive language and
positive reinforcement.


7. Materials and Resources (What do you need? How/where will you get it??)
-Precut circles, rectangles and squares.
-signs
-Candy bars/graham crackers.


Teaching the Lesson

1. Anticipatory Set
a. How will you get the student(s) attention? I will first tell them the behavioral
expectation. During the next 30 minutes, when I am talking, I expect you to have your eyes on
me and nothing in your hands. When you guys are discovering with the materials I expect you to
be focused on creating the end task. We are going to have fun with some food. You can eat it at
the end of the lesson if you follow behavior expctations. In order to help you listen to me with
your body, we have a materials box. When I say box time you will put the materials in the box
in the middle. Lets practice. (hand out materials let them play for 5 sec. Then Ill say box time
and praise their appropriate behavior.
b. Review and relate prior learning/lessons.
Then I will read the learning objectives; I will divide rectangles and circles into
halves and fourths, I will create equal parts. Then I will then ask them what it
means if somethings equal. Introduce vocabulary. Partition, use it in a sentence
and give examples.

2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight.
a. What are the specific steps you will follow when teaching this lesson. Be sure to include
the following:
i. How will students construct meaning of the concept?
ii. how the students will be engaged in the lesson?
iii. how the students will demonstrate their learning (Guided Practice)?
I will explain to the students that we are going to be sharing candy bars. We are going to
be good friends. Good friends share things equally. I will hold up to objects and ask them if they
are equal. I can hand one child a small piece of a bar and one child a large piece and ask if they
got equal pieces.
The students will get into partners and have to split a candy bar between
themselves.
Then I will put students into a group of 4 and have them split a candy bar between themselves.
Then I will have them start over and do it with a group of 3? We will do the activity with a
cookie, and (circles and squares). We will also fold a piece of paper into 2, 3, and 4 equal parts.
Questions to ask before they start exploring- When would you need to partition
things between people? How many parts will you need to partition for 4 people? Would
you like a new bar to divide it into 4 pieces?
Questions for after they divide- Are your parts equal? Do you think 3 parts is
called thirds? Why do you think we call 3 parts thirds? How did you partition it into
halves? How did you partition it into fourths? Does each person have a part?

3. What, if any, scaffolding and/or additional accommodations/modifications are needed for
specific student(s)?
The scaffolding in the beginning and an accommodation for Allie will be that the candy
bar is already perforated on halves and fourths so that way the pieces will be equal. Allie
will also need visual picture directions so that directions are clear.

4. Checking for Understanding- How will you check for understanding? Using Blooms
Taxonomy, what questions might you ask your students?
Knowledge-What is an equal part? How many parts are there when something is
partitioned into fourths? When you have four people how many parts do you need? What
shape is this candy bar?
Comprehend - How many parts will you need if you want to share your bar with 4
people?
Apply
Analyze Why are four pieces called fourths?
Synthesize How many pieces would there be if you divided it by 8?
Evaluate

5. Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
If the students do not understand the concepts of the lesson I will ask further questions such
as; How many parts do you need?, If needed I can show them a model of the final product or
a model showing where to partition each shape.

6. How/where will students integrate (generalize) this learning into future
lessons/activities? This is your PURPOSE (how will this relate to real life?).
The students will continue to do similar activities in the general education classroom. I will
also explain to them that this will help when sharing pizza or cake with friends, or one single
chocolate bar!

7. Closure:
a. How will you review the content covered during the lesson so students can demonstrate
learning of the lesson concepts (this should be tied to the main objective).
I will ask the students what they learned today.
b. How will you formally END the lesson (e.g., Students show/tell what they learned,
answer an exit question as their ticket out the door, list 2 things you learned, and
one question you still have).
They will complete the post assesment, and then they will receive their reward.

8. Independent Practice: What will this look like? Is there homework? Completion of a
product? Practice a skill learned in class?
The students will continue to practice this during class. In one activity they will fold
strips of paper into halves, fourths and thirds.

9. Evaluation: How will you evaluate/assess student learning (this must be more than
completing classroom work)?

I will make informal evaluations while the students are completing their work. At the end of the
lesson they will need to do the retake the pre-assessment, partitioning rectangles and circles into
halves, thirds, and fourths.