The IPG Interns Name: Melissa Mikmoh Subject Math 1. TEKS M2.

3A Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. Objective I/We will break apart objects into equal parts and learn their names. Date: July 27, 2013 Grade Level: 2nd 2. Big Understandings I/We will use and hear names for equal parts of wholes in many different situations throughout our lives. Examples: being part of a team, sharing a candy bar, cutting a pizza, getting crayons out of our box, and even counting money.

3 Assessment Evidence Students will demonstrate an understanding of halves, fourths, and eighths by cutting and/or folding various paper (rectangles and circles) into the instructed fractions. The students will also have a worksheet showing shaded in fractions that they will have to write the correct names for. 4. Opening Hook T- Describes how her friend came from a big family; one out of eight children. Then T- elaborates by saying how friends big brother always shared candy, pies, and even yummy cake unfairly. T- draws a picture of a birthday cake to demonstrate their piece versus his huge piece. T- asks the class if they think it was fair-Why/Why not. We are going to learn about fractions-What are fractions-and how and why we make them and what they are called. 5. Instructional Strategies / Student Activities Input T- Grabs piece of paper. Folds in into two uneven pieces. T- asks the students if T did a good job folding it in half. Srespond. T- Folds another piece of paper and asks what T did this time. S- respond (individuals). T- yes, I folded it. THow? S-In half (individuals). T tapes the paper to the board and shades one side. Then T- tells the students that this is one half . T- labels the other side two halves 2/2. T- asks students what that means. S- respond (whole group). Modeling T- Let me show you. T- Gets candy bar and takes it out of the wrapper. T- cuts the candy bar in half. T- asks the students what she did. Srespond (individuals). T- asks the students if she has more candy now than she did when she got it out of the wrapper. S- respond (individuals)---Discussion if needed. T- cuts each half in half creating fourths. T- asks students how many pieces she has now. S- respond. T- informs them that each one is called one fourth. T- asks the whole group to repeat it. S- respond 1/4. T- questions students (CFU). T- cuts each fourth in half creating eighths. T- asks for a volunteer to count how man pieces she has now. T- selects someone to come count. S- count. T- asks if everyone agrees and sends child back to their seat. T- informs class each one is called an eighth. T- prompts class to repeat. S- 1/8 th. T- questions students (CFU) Guided Practice Lets do some together. T- passes out three paper plates and three rectangular sheets of paper to each child. T- also instructs them to get their markers and scissors out of their box. T- Asks students to get one rectangular sheet of paper and to fold it in half horizontally. T- walks around to check students. T asks students to label their paper using their marker one half on one side and two halves 2/2 on the other. Twrites them on the board. T- allows students to move closer or sit on the carpet in front of the board in order to see easier. T- asks the class what that means (CFU). T- instructs students to get another of their sheets paper out because they are going to make fourths. T- asks students how many pieces they should have (CFU). S-respond (individually). T- tells them to fold it in half vertically. Then tells them to fold it in half again. S- might ask which way (vertically or horizontally). T- will tell them to choose so we can see the differences. They will label each part (1/4 one fourth, 2/4 two fourths, three fourths, 4/4 four fourths). T- will ask them to get one of their plates. T- will instruct them to fold it in half. T- will check they do so. T- will ask 8/7/2013, page 1 of 2, 162840853.doc

them to draw the line/fold in with their marker. T- tells them to cut straightly on the line.T- assits students with cutting if needed. T- walks around to check. T- asks them to. T- tells them to fold each part in half and draw the line and cut again. T- asks them to fold, draw and cut each of the four pieces in half again. T- asks how man pieces total. Srespond (small groups). T- tells them to label 1/8 one-eighth on each cut out. T- passes out a worksheet with pre-shaded fractions. The students will need to fill in the blank with the correct name of the shaded portion of the fraction. T- shows students how to count the total pieces and the shaded ones. Reminds them of their choices (1/2, . 1/8- one half, one fourth, and one eighth) and they do a problem together- CFU and if needed they work on another example problem together. CFU Throughout the whole process, the teacher is questioning students and monitoring them for understanding and providing feedback. Independent Practice T- instructs students to cut and label one plate in halves. T- tells them the last plate should be cut and labeled in fourths. T- informs certain students they can choose to only do one of these as their IEP states they are to have reduced work. T- tells students the last piece of paper is to have them make eights. T- tells them the paper should not be cut but to label each Equal part correctly. T- rephrases and repeats these instructions louder for clarity and complete understanding from all students. T- instructs the students to finish their remaining problems on the worksheet. T- allows specific students to have extended time to complete the assignment per 504 or IEP. 6. Materials / Resources Three paper plates per child Three sheets of paper per child Worksheet for students Markers Scissors (Candy bar for teacher example) Tape Assessment papers and worksheet 7. Grouping Patterns Whole group, small group, individual 8. Ending, Summary / Reflection T- Who can tell me what we worked on today? What is a fraction? Turn and tell someone in your group what our objective was for today. When can we see examples of fractions in life? What is the important thing to remember about the pieces of the whole? (T- points to the candy bar to prompt them). Student input. We will continue to learn more about fractions tomorrow. 9. Technology No technology was used in this lesson. Document camera could have been used during the modeling and guided practice to ensure easier visibility for all students. Internet also could have been used to show pictures/images of fractions in everyday life that cannot be brought into a classroom. The document camera could also be used at the end of the lesson so that students could share their completed models of fractions with the rest of the class.

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