Miranda Poloncak - Second Grade

Fractions Unit
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LESSON PLAN
TITLE/TYPE OF LESSON

A Fractional Match

CONTEXT OF LESSON
This lesson is appropriate because the students are currently studying a unit on fractions, and this
is targeted to where they will be, which is towards the end of their unit. They have already worked with,
and now have some conception, of what one half, one third, one forth, one sixth, one eighth, and one
tenth are, and what they look like. Also, the students have used different representations of these
fractional parts. They have shown interest from what Ive seen in, when they did an edible fraction
candy hearts coloring activity, which most were successful, so they should be able to follow the lesson.
While snow days have caused the unit on fractions to fall behind, they have worked with these many
fractional parts, and are only a week behind; so instead of being a review, its a reinforcement of what
they are learning.
They also have some prior experience from writing and using set/regional models in their first
grade classes where they learned about halves, thirds, and fourths. In this lesson they can build on this
knowledge to further delve into what makes these fractional parts and use what they learnt about these
fractions in regards to sixths, eighths, and tenths. SOL 1.3 also indicates that they should have the
knowledge that these parts of a fraction join together to make a whole, and that fractions are just parts of
a whole. This will help them when they try to group similar fraction sizes and put them together to make
one circular whole. They do have experiences (SOLs 1.12 and 1.13) where they had to construct models
of circles and look at different attributes to make it different from other geometric shapes, like triangles.
Students can use this knowledge of constructing the shape of the circular wholes; and in identifying the
number of fractional parts, due to its resemblance to triangles meeting at a center vertex.
Then in regards to SOL 1.15 and from the beginning of the year, students have experience and
the vocabulary greater than, less than, more, less, fewer, and equal to, with visual
representations and numbers in the ones place to the hundreds. This vocabulary and experience with
numerical and visual comparisons will help them compare the sizes of the fractions and place them in
order from least to greatest.
Whats in the air in regards to students readiness with the tracing the pie pieces in that the
Cooperating Teacher (CT) was weary that the students would get frustrated trying to trace the shapes but
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SOL 1.12 specifically has tracing geometric figures listed, so this is one area where I will have to make
alternatives for students who get disgruntled but they can all trace to some extent.
LESSON CONCEPTS
Students will understand that, fractional parts are equal shares of a whole or whole set. The denominator
in the written fraction tells us the number of equal parts the whole being counted. The numerator is the
number of pieces in the fraction that are being counted. Finally, a whole is broken into equal parts; each
part becomes smaller in value and size.
RELATED VIRGINIA STANDARDS OF LEARNING
2.3
The student will identify the parts of a set and/or region that represent fractions for halves, thirds,
fourths, sixths, eighths, and tenths; write the fractions; and compare the unit fractions for halves,
thirds, fourths, sixths, eighths, and tenths.
LESSON OBJECTIVES
1) The students will identify the equal parts of a circular whole that represent the fractions for halves,
thirds, fourths, sixths, eighths, and tenths.
2) The students will represent the value of one part of a fractional unit, and will write down the
corresponding fraction.
3) The students will compare unit fractions, determining their value by ordering one of each unit
fraction from least to greatest whole value.
1. ASSESSMENT OF LEARNING
To assess objective 1, I will have each student take fractional pieces of paper to assemble and trace onto
six circular wholes, by determining that each circle represents the different fractional units from same
the proportional size and number of the equivalently divined pieces from the whole. They must include
drawings that are accurate representations for halves, thirds, fourths, sixths, eights, and tenths (fractional
units) shown by drawing the correct number for each of the equal pieces within each of the six circles on
their white paper; and write down the number of fraction pieces for each circle and label which of the

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Fractions Unit
fractional units is shown. As a class we will share their results and I will keep individuals posters as an
individual assessment.
To assess objective 2, I will have each student independently represent one value of one part of a
fractional unit, by gluing down one of their paper fractional wholes pieces, on top of another equivalent
piece in the matching circle for each fractional unit. Each student must include their written
corresponding fractions for: the part of the whole that is now being shared in each of the six circles; and
each of the other pieces that are also a part of the circular whole that arent being used. The
corresponding fractions must be written as accurate representations from their numerators (all of which
should equal to one) and denominators (which depends on the fractional unit). Accuracy will also be
shown if the student is able to label each part of their circular wholes, showing that each part of the
whole has the same fractional value, because they are equal pieces that join together to make one whole.
The class will draw conclusions from their work as a group, but I will be collecting the white paper as an
individual assessment, where I will look at the labeled fractions and the glued representations of sharing
the fractional unit.
To assess objective 3, I will have each student take one pie piece from each of each of the six units
fractional wholes to individually compare and contrast the value of each of the unit pieces, by
sequencing them from least value to greatest whole value (going left to right). Each student must include
the correct corresponding fraction on each of the fractional pieces that are accurate representations on
charting the fractional variations. The sequencing must be displayed as an accurate representation by
correctly placing the six fractional units in a growing whole value order as they move from left to right.
This shown by the pattern in which the numerator stay the same but as the fraction units move left, their
denominator gets bigger and the size of their piece gets smaller (and vise versa for the right). The class
will discuss the patterns and ideas that they came up with but I will assess their fractional
representations and sequencing, by looking at the glued pieces on the back of each of their white sheets.
MATERIALS NEEDED
For each student

A variety of colored construction paper, pre cut into parts of a fractional pie whole
o Pink construction paper= halves

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o Light Blue construction paper= thirds
o Green construction paper= fourths
o Orange construction paper= sixths
o Dark Blue construction paper= eighths
o Yellow construction paper= tenths
o Black construction paper= one whole

Large white paper with activity on it

A pencil

Glue

For each group of students

Already made, directions on laminated poster

o Velcro already attached to the poster and the directions.

Smart board

Almarode, H. (n.d.). Harveys Home Page. Retrieved from

http://harveyshomepage.com (slides from the Smart Board lessons and tools labeled
below, example problems, and an explanation of the methods purpose can be seen on
the last pages of this lesson plan)
o Fraction Wall Smart Board Interactive Lesson (under the number sense tab)
o Fractions with Pattern Blocks Smart Board Interactive Lesson (under
computation estimation tab)
o Teq Fraction Slider Smart Board Tool (under computation estimation tab)

PROCEDURES (25 minutes for each of the three groups)

Key words to note:
Fractional units refer to the halves is when a whole broken into two equal parts; thirds, into
three equal pieces; fourths, four; sixths, six; eighths, eight; and tenths, ten equal pieces
Fractional parts/ pieces/ parts of whole are all referring to the number of equal parts the whole
id divided into.
BEFORE
These students have worked with fractions and
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mathematical comparisons before, but they have little
experience with comparing fractional values, and most
have never tried to order fractions from least to
greatest. They only know how to compare visual
stimuli and numbers. My goal is to help strengthen
their comparing fractions skills by assessing their
current understandings of denominators and
numerations, and further exploring their connection to
the impact that the number of equal fractional pieces a
whole is broken into, has on the value of numerator
and the fraction as a whole.
Before class I will already have cut out construction
paper six circles, and cut into equally sized pieces for
halves, thirds, fourths, sixths, eighths, and tenths. All
of the pieces for the six circles will be given to each of
the 19 students, and mixed up inside plastic bags. I
will also have enough of both versions of the long
white paper (one without the fractional parts already
drawn, to have them try first, and one with the pieces
already drawn on), printed out directions for them to
glue, and glue sticks for each of them.
During discussion times, throughout the lesson, I will
jot down big conclusions and observations that the
students come up with, on large pads of paper that I
will keep on the wall to add to as we go along. I will
also use the Smart Board to show visuals to help aid
discussion while we briefly review some key concepts
that they have already learned.
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What we need to review includes:
A) The different parts of fractions and what
their jobs are:
What a fraction number looks like and what a
fractions job is.

I think you need to have this discussion/introduction

by using a visual representation. Either use fraction
manipulatives or the smart board.

(In this second grade class they look at six

different denominators, but they try to focus on
only one piece of each whole, so the fractional
value of the numerator is consistently equal to
one)

Teacher: Can someone tell me a fraction off the top of

their head?
Student 1: 1/6
Teacher: What does 1/6 actually mean?
Student 1: that you have 1 and 6 so 1/6

If the students struggle with explaining the

meaning the fraction as a whole; break it apart
and look the numerator and the denominator

(misconception: that they just represent a typical 1 and

a typical 6. You can see that they struggle with the fact
that its less than one, closer to zero.)

first.
What IS the answer you are looking for?

Teacher: What does the number on the bottom, 6, tell

us?
Student 1: That there are six pieces.(Misconception)
Student 2: That there are six total, each of which is
equal.
Teacher: What is this part of the fraction called? What
does it tell you?
Student 1: Denominator, how many of the same pieces
there are.
Student 2: How many equal pieces you have to draw
before you shade in any of them.

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Teacher: So what Im hearing you explain, is that the
six represents the denominator; and the denominator
tells us what is being counted. It tells us how many of
the same-equal pieces are included or is in the whole.
Teacher: What does the one in 1/6 mean and what is
this part of the fraction called?
Student 1: To only look at one of them and its the
numerator.
Teacher: The one is representing one of the six even
pieces from the whole. The numerator is always the
top number, and it does count how many of the equal
denominator pieces are being looked at.
B) Dividing the whole into equal parts with a
non-example.
So we just said that the denominator or bottom
shows the whole part or the whole set.
Do the different pieces that make up the whole
in set model, like a circle, have to break in to
the same equal pieces; or can they be some that

Student 1: They have to be six equal pieces that are

are unequal, with different sizes, but that still

easy to add. (Misconception)

add up?

Student 2: Probably if it fits.

Teacher: Actually, it can be both. You take a whole
and break it up into many different pieces, as long as
those pieces add up to the total whole or set.
In this class, you wont have to think of the differences
too much.
Teacher: The circle can be broken into different sizes,
but you need the to understand that all of the pieces in

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the whole have to be equal. Fractions compare how
many parts are being counted from the whole, to how
many pieces that make up that whole. So a fraction
needs equal pieces to understand how many youre
Before we start the lesson I know what we are going to looking at (numerator) out all thats there (the
do:

denominator).

First, we are going to look at how a fraction or fraction

name can tell us how many equally cut pieces the
whole is broken into. Then we will look at what part of
the fraction tells us how many of the pieces we need to
look at. Finally, we are going to compare some of
these fractions at the end.
I will not give the students all of the instructions at the
beginning; instead I will Velcro the strips of directions
onto a laminated foldable and have them glue some of
them onto their large white paper as we reach those
steps. The intension is that students really focus on
what they are doing taking, their time instead of
rushing through. I will gradually tell/show them the
directions.
Students are given construction paper circles, which
are already cut into equal halves, thirds, fourths,
sixths, eighths, and tenths pie pieces. They are also
given a large white paper with the six already drawn
circles.
While the number of problems that I will solve with
each group will vary, I will do one of each of the first
problems with the group.
DURING
The Overall Structure:
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Part one (denominator/fraction units)
1) Break apart each whole into equal pieces
Part two (numerator)
2) Glue one of your equal pieces
3) Write the fraction for the part of the whole
that is shaded
Part three (comparing worth)
4) Order and glue down1/2, 1/3, 1/4, 1/6, 1/8,
and 1/10 from least to greatest.
PART ONE:

They should have an understanding of what you are

Present the problem (for part one of the lesson)

asking them to do based on the example(s) you present

Using the cut out paper fraction pieces and the

in your before section.

outlined circles on your white papers, try and cover all

of the circles with the paper fraction pieces without
overlapping or leaving blank spaces.
Directions:
1) Find all of the paper fraction pieces and try to put
them on top of one of the six circles on the large white
paper. Arrange them so the sides are touching each
other and are covering the whole paper circle.
I will show them these steps on the Velcro directions
and then Ill let them play with the shapes, taking a
back seat, and watching them think it out without
interference.
We will come together to discuss their approach and
what they found. Ill write some of the key parts that
they pointed out.
Did you decided to start to tackle filling in these
circles? What was your method and why did you
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Student 1: I remembered how we talked about parts of
a circle/pie fraction are divided into equal pieces so I
decided to sort them first by which ones were the
same size by putting one on top of the other.
Teacher: And how did that direct how you put them on
the circles?
Student 1: I took the pieces that looked the same and
tried fitting them in the same circle.
Student 2: I tried to put the big pieces in first, which
was easy but the smaller ones were harder to tell apart,
so I just played with it to see what fit.
Student 3: I knew that these were halves, and I just
knew the thirds/three pieces, and the fourths. The

One thing that Im hearing is that some of you knew

others were harder.

right off the bat that some of the pieces would fit into
the circle.

Student 1: Because we talked about those in math a

For those who agree, why do you think that is?

lot.
Student 2: Halves are cut and there are just two of
them; thirds look like a peace sign; and fourths like a
window. I dont know the others.
Teacher: So from how much you practice with those
or have seen them.
Student 1: Because they are big and easy to see in
comparison to the others which were so small it was
hard to tell.
Student 2: The big ones didnt have a lot of pieces
where the little ones had a lot.
Teacher: So another thing we are noticing is that big
pieces are easy to see and the bigger the piece the less

I want to hear from those of you who tried to see

its broken up

which pieces they could fill in the circle for ones they
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were unsure of. Did you like solving it your way?

Miranda Poloncak - Second Grade

Fractions Unit
Student 1: It was hard! I kept on overlapping and it
was so close or I would have these gaps. It made me
mad.
Student 2: I would almost fill them in and then it

So, Im hearing some great things that you struggled

wouldnt fit or I didnt have enough, so I tried a

with filling in gaps or overlap, which is what I told

different size, but that didnt work.

you at the beginning. I also heard that you werent able

to mix up the size of the piece even though it was

Student 1:Because for this circle fraction, you need all

really close. Why do you think that is?

of it to be covered with the same pieces.

Teacher: Is this always true, that you need to cover all
of something and always need the same shapes?
Student 1: No, you can look at whats in a group of
lots of things.
Teacher: But you look at all of it right?
Student 2: Yeah, and also like you showed us
sometimes there could be different parts, but these
were the same size and amount.

Next the teacher will have students work

Teacher: Right you can have some that are different

independently:

but these are all equal and it needs to cover all of it.

2) Trace each paper fraction piece inside the printed

circle, showing how the circle is broken up.
The teacher will hand each of them these two
questions, that are cut out on paper, and have them
glue it under the their circles. Then the students will
try and answer both questions independently.
3) Write the number of fraction pieces for each circle.
4) Decide whether the circle is broken into either:
halves, thirds, fourths, sixths, eighths, or tenths.
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Student 1: I counted each of the pieces inside the
circle.
Student 2: I pulled out the pieces inside the circle, and
thats how many.
Teacher: So when you equally break apart one whole
Briefly go over these two questions as a group:

circle, the number of pieces is whats in inside the

How did you figure out the number of pieces were in

circle.

each circle?
Student 1: We learnt about halves, thirds, and fourths
already last year.
Student 2: I hear my family say half a lot, and I heard
her say halves while she cut my sandwiches. Halves
are the ones that get cut down the middle. You hear
third when you win competitions but arent the winner
or runner; youre the one after that, so its three. Same
for fourths, fourth place so four.
Student 3: For fourths, sixths, eighths, and tenths its
the spelling word for the number with -ths at the end.
Teacher: Great strategies. So what Im seeing in all of
your methods is that you are counting the number of
pieces in the whole to say which fraction unit was
used.
Student 4: I looked at the first letter. T so its three;
f so its four or five and there isnt one with five; s
is six or seven, again no seven so its six; e is eight,
and t is two. (Misconception that they could come
up with while breaking down sequencing numbers
since there was one with two pieces, which makes
more sense than an h which no numbers start with
besides hundreds. Also if there is more than one of the
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same number that starts with the same number they
are likely to jump to which ever t- number pops in
their head first not whats actually there.)
How did you decide which fraction unit with the

Student 1: Fraction units have to be the same size

fraction pieces in each circular whole?

because a fraction needs to be broken into different

equal pieces that were made from the circle. Its fair.
Teacher: Where do we see the number of even pieces
in a fraction?
Student1: The bottom
Student 2: The denominator.
Teacher: The denominator is made of even pieces.
Like I said before if there are different sizes then there
will be two fractions for one whole. So to have one
fraction you look at the even pieces, and the number
of parts is whats on the bottom.
Student 1: I put the number of pieces in the circle on

How do equal pieces come into play here with the

the bottom, and I only colored one, so one goes on

fraction units? Why?

top. (Misconception, what is the name for what goes

on top and how is it different from the denominator?)
Student 2: I put the total number of equal pieces as the
denominator and I put what wasnt shaded at top.
Student 3: I put the shaded part on top and what
wasnt on bottom. (Misconception)

PART TWO:
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Now have them glue and answer these independently:
5) For each of the circles, glue one of its equal fraction
paper pieces on top of the white circles matching
fractional piece that you drew.
I will give each student this question on a white paper
to glue under the other questions
6) Write down the fraction for the colored part that you
just glued and the fractions for each of the other pieces

Student 1: Numerator, its how many pieces youre

not covered.

looking at. Denominator is all of them.

Student 2: Numerator, its the shaded part, and the

I will ask them:

bottom is the shaded and non-shaded pieces.

How did you find out the fraction for the part you

(Misconception).

glued?

Teacher: What Im hearing is that numerators are on

top and its the equal pieces that are shaded, colored,
what youre told to look at and count. In comparison
the denominator is all of the parts. The equal parts
your focused on and those that arent, together.

PART THREE
The Problem: Using what weve discussed, they will
take one piece of each of the six units fraction wholes,
to compare and contrast and then sequence each of
them from lowest to greatest fractional value. Finally,
they will glue them on the back of the large white
paper in order that they determined.
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Directions for them to follow and complete
individually:
7) Take one of leftover paper fraction pieces, from
each of the each fraction units. You should have six
paper fraction pieces, all of which are different sizes.
8) Write the fraction on the back of each of the pieces.
9) Now, place each of the paper fractions in order,
from left to right, of least to greatest. So the fraction
that has the smallest amount should be on the left
(closer to zero if to was a number line), and the
fraction closest to filling one whole circle should be on
the right (the closest to being a whole fraction).
Probing questions to ask during problem solving:

How did you start to approach the problem?

How did you figure this out?
Did you change how you thought about this problem
at all?
Im not saying your wrong, but can you show me any
other ways to solve/show this?
When we discuss this can you share what you where
thinking with the group?
Thats interesting can you tell me whats going on
her?

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Okay, well what about when this applies to a different
circumstance? Does it support it, lifting it up; or does
it not work, pulling it off the table?
AFTER
(This is somewhat done after each of my objectives)
At the end of the lesson the teacher and class get
together again as a group near the Smart Board.
First they discuss the ordering the just finished:
I want to hear some different ways that you all tried to

Student 1: I put them on top of one another and tried

compare these fractions. Who would like to share?

to see which is greater and which fits inside the other.

Student 2: I know a half is the only one where both
sides (you are looking at one side but not the other)
are equal, so is the biggest. Then 1/3, because it
breaks into the second biggest pieces. And, I saw that
the more pieces you break it into the smaller it
becomes.
Teacher: Similar to how some pet owners break apart
treats into really little pieces but the pet thinks theyre
getting a lot more than the small number of big treats
that they normally get. They are mistakenly excited to
eat less.
Student 3: Its like when you can have half of a cake
you want to eat by yourself, but you siblings come and
your mom makes you share the same size cake slices
with all of them, so you only get a little piece left for
you to eat. So more on the bottom/numerator the less
you get.
Teacher: So to sum up what everyone just said, a big
thing that you realized while comparing and
contrasting these shapes is that the bigger the

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denominator tells us that there are more pieces being
We will look back at the different conclusions and

broken up from the whole but they are smaller. The

observations that we came up with, through out the

smaller the denominator, with fewer numbers of equal

lesson and we will highlight the ones that they thought

pieces to break your whole into, the more fractional

were the most important points to remember.

value you will have.

If there is any time left over, have them use Fraction

Wall to order almost the same fractions, just with a
different representational strategy.
2. MODIFICATIONS FOR STUDENTS WITH SPECIAL NEEDS
CHALLENGE problem: If a group finishes before others I will use the Harvey Almarode Smart Board
slide titled Fraction Wall. It has them rebuild Humpty Dumptys wall by dragging the multiple colored
blocks that are proportionally scaled to represent 1 whole, 1/2, 1/3, 1/4, 1/5 (an additional challenge
since its not a standard), 1/6, 1/8, and 1/10. The restrictions are that they can only rebuild the wall with
only one color per level (each fraction has a different color), and each level has to have a smaller block
on top of it. The problem they are challenged with is, how many of each color does it take to complete
each level? This is another alternative interactive representation that relates to my learning comparing
and contrasting objective. They would take turns as to who gets to drag which fraction across. If it gets
to be too much for them or they also breeze threw this then, I also have Almarodes other Smart Board
Lesson, Fractions with Pattern Blocks, where they drag different to represent fourths, halves, thirds,
and sixths in a variety of premade problems where they have to represent different fractions and see how
many equal parts can fit in a given whole. (Screen shots can be seen for both lessons on the last pages of
the lesson plan).
REMEDIAL
We will work on the determining the number of fractional pieces together as a group or in groups of two
to three. Its less individualized and more of team oriented this way but I can still assess their work and
can adjust by jotting down observations while they discuss. If all else fails, I will try to make
understandings derive from them, rather than conducting a teacher oriented lesson. I will also have
alternative white paper with already divided for students that get upset/frustrated with tracing, or are
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taking too long. If they get too frustrated for the comparison I will let them do the Fraction Wall as an
alternative, but I will assess this by having them look at the sizes first and predict how the fractions will
increase and then record their answers again if the activity changed their mind. I will still have them
discuss patterns that they are seeing.
While the school is a high E.L.L. population, my class understands English pretty fluently for the
most part and I will be explaining the directions to them as we go along. The lesson really targets a
hands on approach thats kinesthetic having them sort and draw out different aspects; and some may get
to drag the simulation manipulates on the Smart Board. Visual learning has a massive presence, in that
they see a variety of fractional parts for a circular set visual representation, in addition to gluing down
the growth of fractional units addition, and what is seen in the Smart Board slides. This, shows the
contrasting growth. The lesson also incorporated large portions of discussion of how students, connect to
the problems, how they approached them, and they discuss their findings to draw conclusions, so its
also beneficial to auditory learners. There is one student who has behavioral struggles and sometimes
outbursts when this student gets frustrated. To help the student I will try to talk to him/her before in a
friendly manner to make a personal connection that way he/she might see my teaching, as less
intimidating. I will also try to remind the person of certain calming tools that this person has experience
with, and is allowed to use if they start to get upset. When I loose their focus or any of the group I will
try to have them repeat my clapping patterns to get them back on target.
(What the white paper will resemble on big paper: Without marks)

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(What the white paper will resemble on big paper: With marks)
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(On large while paper for with and without lines)

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Miranda Poloncak - Second Grade

Fractions Unit

Harvey Almarodes Smart Boar

Interactive Tools and Lessons

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Miranda Poloncak - Second Grade

Fractions Unit

FRACTION WITH PATTERN BLOCKS

Examples of some of the problems for Fractions with Blocks

Directions: Write the answers in the white boxes and then pull arrow to check your answers
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Miranda Poloncak - Second Grade

Fractions Unit

Directions: Click and drag the pattern blocks to the work area and then discuss your answers with the class

Directions: Write answer in the White boxes and then pull arrow to check your answer.

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Miranda Poloncak - Second Grade

Fractions Unit

Remember the story of Humpty Dumpty? There was another fall that day as well. The wall fell
down and after Humpty Dumpty was put back together, he had to rebuild the wall as well.

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Miranda Poloncak - Second Grade

Fractions Unit

Directions: Rebuild the wall with only one color per level. Each level must have a smaller
block than the level below. How many of each color does it take to complete the level?

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