CHAPTER REVIEW

Topic, class, and level __

___Fractions, Math, Grade 2____________

_________________

Essential Question(s): To what important concept, enduring understanding, or big idea in the
discipline does this lesson connect?
How do we relate parts of a whole?
Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
CCSS.MATH.CONTENT.2.G.A.3: 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. Recognize that equal shares of
identical wholes need not have the same shape.
Knowledge/Understandings: What should the students know and understand at the end
of this lesson?

Students will understand that a fraction is a part of a whole.

Students will understand that fractions with common denominators can be added and
subtracted.
Students will know the meaning of fraction, whole, part, thirds, fourths, and halves.
Skills: What will the students be able to do when this lesson is over?

Students will be able to 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; recognize that equal shares of
identical wholes need not have the same shape.

Assessment. (How will you check for student achievement and understanding?)

Were students able to 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; recognize that equal shares of identical
wholes need not have the same shape?

Instructional Approach (Describe activities, allotted time, and closure)

Materials and/or on-line resources to be used

20 pcs yellow construction paper with a large circle printed on it

20 pcs orange construction paper
Drawing implements

Hook What question or activity might spark student curiosity and motivation?

Quick review of the unit using the chapter review section of the student textbook
Activities What question/s might encourage the student to explore and discover the
content?

Teacher will demonstrate how to bisect the pizza twice to create four equal pieces of
pizza (fourths)
Teacher will tell students to cut out their pizzas and glue them onto one side of the orange
paper, NOT in the center of the paper (justified to the left or right side, leaving a strip of
blank paper on one side)
Teacher and students will generate a list of toppings for the pizzas
Teacher will instruct students to pick two-four toppings, write them on the worksheet,
and make a key for them on the blank section of the orange paper (with a small picture of
each topping)
Teacher will tell students to put one topping on of the pizza, one topping on of the
pizza, one topping on of the pizza, and the last topping on the whole pizza. Students
will draw and color their toppings onto the pizza
Teacher will lead students through the rest of the worksheet
Differentiation including SEI Considerations (key vocabulary, language/content
objectives, etc.)

All students eat pizza, so this lesson is accessible for ELLs

Names of toppings will be written clearly on the board for reference
Grouping: If you are grouping at some point during the lesson, why are you grouping?
How are you grouping?
N/A
Sponge activity (to soak up extra time)
Math Daily 5
Homework when appropriate
N/A
Wrap-up
Teacher will alert students that there is a test tomorrow

Potential Pitfalls and Reflection: What difficulties can you predict (or discovered as you
taught) that your students may find difficult or have misconceptions about? How will you
address those confusions?
When I taught this lesson, I didnt instruct my students to put their toppings on the pizza
in certain amounts. What happened was that many students put each topping either only on one
piece, or on the entire pizza. The activity has been modified to account for this confusion by
instructing students to put each topping on a specific fraction of the pizza.

Name: _______________________ Date: ____________

Fraction Pizza
1. Pick four toppings to put on your pizza.
mushrooms, onions, broccoli, tomatoes, peppers
pepperoni, ham, bacon, sausage

Topping #1: _____________ Topping #2: _____________

Topping #3: _____________ Topping #4: _____________

2. Follow these directions to put your toppings on your pizza:
Topping #1 goes on of the pizza.
Topping #2 goes on of the pizza.
Topping #3 goes on the pizza.
Topping #4 goes on the whole pizza.
3. Which topping do you have the least amount of?
______________________________________________________
4. Which topping do you have the greatest amount of?
______________________________________________________

5. Put the toppings on your pizza in order from greatest to least.

Make sure to write the name of the topping and its fraction.
_______________, _______________,
_______________, _______________
6. Mrs. Amarante eats of your pizza and Ms. Cytron eats of
your pizza. What fraction of your pizza did they eat? Use the bar
model to help you find the answer.

____ + ____ = ____

7. You give of your pizza to a friend. What fraction of your pizza
do you have left? Use the bar model to help you find the answer.

____ - ____ = ____