2nd Grade Introduction of Fractions Lesson Plan

Procedures:1) Introduction and Motivation – Estimated time- 2 minutesa. The teacher will capture the students attention by sayingi. Can you think of anything that is a whole that you divide into pieces?b. To capture the students’ attention we will read a fun fraction book “Jump KangarooJump” By: Stuart J. Murphyc. Students will be able to represent basic fractions mentioned in the story with the use ofa class size “fraction pie.”d. Students will be able to identify simple fractions by shading practice problems using theshade feature of the promethean board.e. Students will be able to match the number representation of a fraction with the picturerepresentation of a fraction.f. This will be an introduction lesson for the students. Prior knowledge of fractions is notrequired; although to connect fractions to the students’ prior knowledge the teacherwill conduct a class discussion about fractions seen in everyday life.2) Teaching Steps and Proceduresa. To start out the lesson we will read the book “Jump Kangaroo Jump.” The teacher willget the students involved by asking questions that pertain to the fractions being made inthe book. Estimated time- 8 minutesi. On page 9 ask: Are the teams even? How do you know the teams are even?ii. On page 15 ask: How many parts is the swimming pool divided into?iii. On page 21 ask: How many campers are on each team?iv. On page 27 ask: How should we change the fraction pie to show that everycamper is own their own?b. During the book reading the teacher will model the fractions mentioned in the book onthe class “fraction pie.” This will give the students another picture representation ofeach of the fractions.c. Next the teacher will break the class into two groups:i. Group one1. A promethean board activity about fractions will be completed.ii. Group two1. The students will make their own fraction pie and complete aworksheet.d. Group one: Estimated time- 15 minutesi. The teacher will begin an open discussion by asking the students if they knowwhat a fraction is.ii. After a brief open discussion the teacher will discuss one student to click on thequestion mark to reveal the answer.iii. The teacher will use the express poll to indentify the correct 1/3 model.iv. After poll is complete a student will be able to come up and move the “moveme” arrow to reveal the correct answer.

v. The teacher will ask a student to come up and write the correct answers.vi. The teacher will ask another student to come up and erase the answer to revealthe correct answer.vii. Another student will then be asked to move the “move me” arrow for thecorrect fraction in words.viii. The teacher will ask three students to come to the promethean board andcomplete the three fraction shading problems.1. One each student has shaded the fraction problem they will check therework by erasing below the fraction to have the correct answer revealed.ix. The teacher will ask three students to come to the promethean board andcomplete the three fraction shading problems by coloring the appropriate sshown.1. One each student has shaded the fraction problem they will check therework by erasing below the fraction to have the correct answer revealed.x. The teacher will ask two students to come to the board and answer thequestions shown.1. The two students will then erase there answer to confirm their answer.xi. The teacher will then initiate an express poll asking the question, “Are theyshaded the same?”xii. The wrap up will be a poll asking the definition of a fraction. The definition wasgiven at the beginning of the presentation.e. Group two: Estimated time- 15 minutesi. The teacher will hand out two plates to each student.ii. The students will be instructed to color all of one plate with their favorite color.iii. The students will then be instructed to cut one line to the middle of the plate.iv. The students will then be shown and instructed about how to put their platestogether.v. Once together the teacher will ask the students to show different fractions withtheir new “fraction pies”1. Using your pie show me ½.2. Using your pie make ¼ white.3. Using your pie make ¾ colors.vi. After the students have practiced using their “fraction pies” the teacher willhand out a worksheet to complete for independent practice.3) Closure: Estimated time- 10-15 minutesa. The student will be instructed to log onto the computers and access a fraction website:i. http://www.sheppardsoftware.com/mathgames/fractions/fractionSet.htmii. The students will be able to match a picture representation of a fraction withthe number representation of a fraction.b. The students will practice fractions using the “relaxed mode.”c. The teacher will instruct the students to complete the questions about fractions untilthey reach level five.

d. Once the students have completed level five they should raise their hand. The teacherwill check the students work by noting the number of correct answers in comparison tothe number of wrong answers; the website tracks this information.e. Students who finish early will have the option to continue finishing their independentworksheet or continuing with the online game.AssessmentThrough the use of the Promethean board, “fraction pie”, worksheet and website the teacherwill be able to know whether or not the students met the lesson objectives.During use of the “fraction pies” the teacher will use a roster to check off which students areholding up the correct fractions.The teacher will be able to assess the independent worksheet as well as use the website todetermine if re-teaching or further explanation is needed for the students to understand thebasic introduction of fractions.