Macey Conrad

Math Lesson April 6th, 2017

Plan
Unit Title: Fractions Lesson Title:
Cutting Fractions

Subject Area: Math Length of Lesson: 30-45 minutes

Objectives:
Students will be able to:
Discuss fractions in the real world.
Create 1 whole, , , and fractions .
Correctly create and label a visual of fractions.

Standards/Benchmarks:
CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.

CCSS.Math.Practice.5: CCSS.MATH.PRACTICE.MP4
Model with mathematics.

Pre-assessment:
The teacher will ask the students the following questions:
Have you ever seen a fraction?
What is a fraction?
When would you use a fraction?
When would using a fraction be helpful?

Lesson Activities: (30 minutes)

The teacher will ask the students the pre-assessment questions about fractions.
1. Does anyone know what a fraction is?
2. When would you use a fraction?
3. When would using a fraction be helpful?
The teacher will call on students and respond to their answers accordingly.
After the students discuss what they already know about fractions, the teacher will then introduce
the fraction visual that the students will be making.
The teacher will hand out a large piece of paper to each student, along with their first strip of
construction paper.
The teacher will then ask them to pick up the first colored strip and write in marker one whole =
1/1. The teacher will then ask what the think one whole is, the teacher will explain the answer.
The teacher will then display the visual and point to where it belongs.The students will then be
asked to glue the piece of paper to the top of the paper.
The teacher will ask what a half is.
1. When would you cut something in half?
The students will discuss their answers with their neighbors. When they have had an opportunity
to share, the teacher will call the class back together and continue with the activity.
The teacher will ask them to pick up the next colored strip. They will be asked to fold the strip
in half. The teacher will display how to correctly fold the paper. Once the paper is folded,the
students will draw a line down the folded crease. They will then be asked to write on both
sides. Once they have folded the paper they will be asked to place the two halves on top on the
whole.
2. What do the two halves create? The teacher will prompt to get the answer Together
they create a whole
They will then glue this strip of paper under the first strip. Again the teacher will display the
visual as an example. This process will be repeated for the fractions , , and 1/16. If there is
time remaining the teacher will proceed to do the extension activity. Then the teacher will ask if
their is any remaining questions.

Closure: (5-10 minutes)

After students are done with their graphing they will fill out a worksheet asking various
questions about their own graph
Students will be given an exit slip to answer what they noticed is different between a bar
graph and a pictograph

Evaluation:
Students will be assessed based on their ability to answer the teacher's questions on
fractions.
They will also be assessed based on their final copy of their individual fractions visual.
The teacher will look over the students fraction visual and examples and assess the
students understanding.

Modifications:
The construction paper will be precut into three inch horizontal strips. If a student needs
help folding the paper, teachers will be available to help.
If a student is struggling to think of real world examples or fractions, they will be allowed
to discuss and brainstorm with their neighbors.
Extension:
On the back of their large piece of paper, the students will be asked to draw a visual
representation of each of the fractions that they learned during the lesson. Example a
pizza cut in half to represent , or a cake cut into 8 pieces to represent . The students
will label their work. The teacher will look over these as another way to check for
understanding.