Teacher: Miss Perry

Grade: 2

Date: March 17, 2016

Day: 2 of 7

Subject: Math

Time: 1:15 / 35 minutes

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy) Analysis, Application, Knowledge,

Evaluation, Comprehension
Objective
Students will be able to:
Learning: practice writing fractions
Behavior: by using Lucky Charms to express fractions out of 7 and out of 12
Condition: after the teacher reviews the denominator and numerator by showing the Down on the
Farm video on YouTube.
Common Core Standards addressed:
CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning
about their size. Recognize that comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
CCSS.ELA-LITERACY.SL.2.1.C

Ask for clarification and further explanation as needed about the topics and texts under
discussion.
CCSS.ELA-LITERACY.SL.2.1.A

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
Instructional Strategies: (Opening, Presentation, Guided Practice, Closure)
Opening
1. The teacher will have the YouTube video Down on the Farm displayed on the Smart Board.
(Anticipatory Set)
2. The teacher will remind the students that they have just begun learning about fractions and
since today is St. Patricks Day they are going to be doing a special fraction activity.
3. The teacher will state to the class that learning about fractions is extremely important,
especially in the real world. She will state that we use fractions when cooking, dividing

something equally amongst a certain amount of people, budgeting money, and even when
figuring out percentages.
4. The teacher will ask the students what the two parts of a fraction are called. Anticipated
Responses: The numerator. The denominator.
5. The teacher will ask the students to listen carefully to the video and to pay close attention to
what the denominator and numerator are in the video.
6. The teacher will then play the YouTube video for the class.
Presentation
7. The teacher will ask the students to share what the difference between the numerator and
denominator is. Anticipated Responses: The numerator goes on top. The numerator is how
many pieces you are taking out of something or a certain part of a whole. The denominator is
on the bottom and its the total number of pieces in a whole.
8. The teacher will remind the students that it is extremely important to make sure the fraction is
written correctly with the total number on the bottom and the number you are working with in
the numerator. She will state that if it is not written correctly the whole fraction will be thrown
off and it will not express the right amount. (Input)
9. The teacher will draw a pizza pie on the chalk board and shade in three pieces of pizza.
(Modeling).
10. The teacher will ask the class how many of the pieces are colored in. A student will respond
with the number 3. (Individual Assessment)
11. The teacher will ask when writing a fraction where should we put the number three.
Anticipated Response: In the numerator. (Individual Assessment)
12. The teacher will then ask the class what number goes in the denominator. Anticipated
Response: We should write the number 8 in the denominator. (Individual Assessment)
13. She will ask the class why the number 8 goes in the denominator and not the number 5.
Anticipated Response: We have to put the number 8, because 8 is the total number of pieces.
There are 5 pieces left, but that is not the total number of pieces in the pizza pie. (Individual
Assessment)
14. The teacher will leave this example on the chalk board for them to refer back to when they
begin their activity. (Classroom Management and Modeling)

Guided Practice
15. The teacher will explain to the class that since it is St. Patricks Day, they will be practicing
writing fractions while using Lucky Charms.
16. The teacher will pass out a bag filled with Lucky Charms to each student, as well as a St.
Patricks Day plate. Each bag has 12 pieces inside of it; however, seven of them are
marshmallows.
17. The teacher will ask the students to carefully empty out their bags onto the plate in front of
them. She will ask them to separate the marshmallows. She will tell them that they will be
working with just the marshmallows for now.
18. She will ask the students to count how many marshmallows they have. As they are counting
their marshmallows, the teacher will pass out the worksheet that they will be filling out
according to how many Lucky Charms they have.

19. The teacher will ask the class how many marshmallows they have and everyone will say
seven.
20. She will tell them that under the Marshmallow Only column on their worksheet that they can
all write the number seven in the denominator.
21. Once they have filled in 7 for the denominator on the worksheet, they will then be asked to
count how much of each marshmallow they have and fill it into the worksheet.
22. They will be looking for how many hearts, shooting stars, shamrock hats, and hourglasses they
have just out of the total number of marshmallows. (Alternative Assessment)
23. The teacher will walk around the classroom to make sure each child is filling in the numerator
and denominator correctly. (Individual Assessment)
24. Once she sees that most of the children are finishing up using just the marshmallows, she will
ask them to go ahead and add in the cereal pieces.
25. She will ask the students to count how many pieces in total they have. A student will share that
the total number is 12.
26. The teacher will ask the class to fill in the denominator under the Marshmallow and Cereal
column with the number 12. They will be looking for how many horseshoes, balloons, moons,
and rainbows marshmallows they have out of the total number 12. She will emphasize that
they should not move onto the next column unless they have finished working with just the
marshmallows. (Input)
27. When groups start to finish filling out their Lucky Charm fraction worksheet, they will be
asked to begin the partner/group activity. The teacher will pass out the group activity
worksheet to the children who are finished. They will be asked to write who had the most of
each marshmallow in the group/partnership.
28. The teacher will tell the class that they need to write the answers in complete sentences. She
will read the example off of the worksheet out loud to the class. Miss Meyers has the most
rainbows. 2/12. (Input) Those students will then be able to go ahead and work with a partner
or a group to complete the worksheet. (Alternative Assessment).
29. The teacher will continue going around to the other students who are still working on their
fractions.
Closure
30. The teacher will ask the students to leave their Lucky Charms on the plate.
31. She will ask the class why knowing about fractions is an important skill. Anticipated
Responses: We can use fractions when we bake. It can help us understand a recipe better. It
can help us split things equally amongst people. (Summary of Major Points)
32. The teacher will also ask the class what the difference between the numerator and denominator
is. Anticipated Responses: The numerator is how many pieces you are taking out of something.
The denominator is on the bottom and its the total number of pieces.
33. The teacher will tell the class when they come back from media they can eat their Lucky
Charms once they have completed the fractions worksheet. They can also continue working on
the group activity worksheet and both will be collected once they are completely finished.
(Formative Assessment)
34. The teacher will also share with the class that at the end of the day they will play a fraction
game on SheppardSoftware.com. (Alternative Assessment).

Assessment: (Formative, Individual Measurability, Summative)

Formative:
- Formative assessment will take place in step 33: The teacher will tell the class when they
come back from media they can eat their Lucky Charms once they have completed the
fractions worksheet. They can also continue working on the group activity worksheet and
both will be collected once they are completely finished.
- Alternative assessment takes place in step 34: The teacher will also share with the class that at
the end of the day they will play a fraction game on ShepardSoftware.com.
- Alternative assessment takes place in step 28: The teacher will tell the class that they need to
write the answers in complete sentences. She will read the example off of the worksheet out
loud to the class. Miss Meyers has the most rainbows. 2/12. (Input) Those students will
then be able to go ahead and work with a partner or a group to complete the worksheet.
- Alternative assessment takes place in step They will be looking for how many hearts,
shooting stars, shamrock hats, and hourglasses they have just out of the total number of
marshmallows.
Individual Measurability:
- Individual Measurability takes place in step 23: The teacher will walk around the classroom
to make sure each child is filling in the numerator and denominator correctly.
- Individual Measurability takes place in step 10: The teacher will ask the class how many of
the pieces are colored in. A student will respond with the number 3.
- Individual Measurability takes place in step 24: The teacher will allow two or three students
to share their how to worksheet in front of the class.
- Individual assessment takes place during steps 10, 11, 12, and 13 where the teacher and
students discuss the numerator and denominator.
Summative:
- A mid-chapter test will be given in two weeks.

Differentiation: (Varying Content, Varying Process, Varying Product)

Content:
- The use of the Smart Board will be useful for visual learners.
- The use of the Lucky Charm fractions worksheet will be useful for visual learners.
- The Down on the Farm video will be useful for auditory and visual learners.
- The use of Lucky Charms as manipulatives will be useful for kinesthetic learners.
- Playing the fraction game on the Sheppard Software website at the end of the day will be
useful for kinesthetic learners.
Process:
- Step 14: The teacher will leave this example (of the pizza pie) on the chalk board for them to
refer back to when they begin their activity.
Product:
- Students who are struggling will be assisted by one of the teachers walking around

throughout the lesson taking place during the math lesson.

Technology:
The Smart Board is used to show the Down on the Farm video. The Smart Board will be used at the
end of the day while the class plays the fraction game on www.sheppardsoftware.com.
YouTube: https://www.youtube.com/watch?v=IshCN-3bP5I
Game: http://www.sheppardsoftware.com/mathgames/fractions/memory_fractions1.htm

Lucky charm fractions

Directions: Use your Lucky Charms to write a fraction that will represent each of the
marshmallows. In the left column, write the total number of marshmallows ONLY for the
denominator. In the right column, write the total number of marshmallows AND cereal for the
denominator.

Marshmallows only

___________

___________

___________

____________

Marshmallows and cereal

___________

___________

____________

____________

In your groups, write down who had the most of each

marshmallow and write it as a fraction! (The denominator
should be the total number of marshmallows and cereal!)

Ex: Miss Meyers has the most rainbows. 2

12

Who had the most

1.
2.
3.
4.
5.
6.
7.
8.