Understanding by Design (UbD) Fractions Unit - Lesson Plan #2

Identifying Information
Lesson Information
Classroom teacher (CT): Sean Parmley
Grade (K-12)/e!elo"mental le!el: 2
nd
Grade
ate lesson #ill $e ta%&ht: '"ril () 2*1(
Lesson to"ic: +al!es
Lesson s%$,ect area: -athematics / Geometry
Stage 1 - Desired Reslts
!oals"#ig Ideas
.hat are the $i& "ict%re conce"ts) conce"t%al anchors) and connections/
The &oal of the lesson is to &et st%dents ac0%ainted #ith the conce"t of hal!es) and
connectin& the conce"t #ith real #orld thin&s that are aro%nd them1 St%dents #ill learn that
#hen yo% se"arate a #hole into t#o hal!es) $oth "arts are e2actly the same si3e as one
another1
$ssential %estions
.hat 0%estions hi&hli&ht the $i& ideas/
.hat is a #hole/
.hat is a half/
+o# many different #ays can yo% c%t a "artic%lar o$,ect in half/
.hat are some thin&s in real life that yo% #o%ld c%t in half/
&ommon &ore State Standards (&&SS) - 'at(
CCSS1-'T+1C45T65T121G1'17
Partition circles and rectan&les into t#o) three) or fo%r e0%al shares) descri$e the shares %sin& the
#ords hal!es) thirds) half of) a third of) etc1) and descri$e the #hole as t#o hal!es) three thirds)
fo%r fo%rths1 8eco&ni3e that e0%al shares of identical #holes need not ha!e the same sha"e1
S)ill *c+isition (,b-ecti.es)
The st%dent #ill $e a$le to9
escri$e #hat a #hole is1
escri$e #hat half of a #hole is and $e a$le to se"arate a #hole into t#o e0%al hal!es1
etermine m%lti"le #ays in #hich they co%ld c%t a #hole into t#o e0%al "arts or hal!es1
Thin: a$o%t and find different o$,ects in real-life that they co%ld c%t into hal!es1
Stage 2 - *ssessment $.idence
Performance /as)s
.hat tas:s #ill st%dents $e a$le to do to demonstrate %nderstandin&/
St%dents #ill sho# their %nderstandin& of hal!es $y "artici"atin& in an in-class acti!ity on
hal!es1 St%dents #ill %se "laydoh to c%t thin&s into t#o e0%al "arts and #ill also find thin&s
aro%nd the classroom that they co%ld c%t into t#o e0%al "arts if they #anted to1 They #ill
record their findin&s and data on a recordin& "a"er "ro!ided for them1
,t(er $.idence
.hat other thin&s can st%dents do to sho# #hat they :no#/
St%dents #ill fill o%t a reflection "a"er after the acti!ity is cond%cted so that the teacher can
see #here their %nderstandin& of hal!es is %" to that "oint1
Self-*ssessments
.hat #ays can st%dents chec: %nderstandin&s to set f%t%re &oals/
St%dents can reflect on #hat hal!es are $y "artici"atin& in the classroom disc%ssions and
as:in& 0%estions if necessary1
St%dents #ill fill o%t a reflection "a"er after the acti!ity is cond%cted so they can "ersonally
see #here their %nderstandin& of hal!es is %" to that "oint1
Stage 0 - Learning Plan
Learning *cti.ities
.hat #ill the st%dents do d%rin& the lesson so that they achie!e the stated &oals/
+o# #ill yo% &%ide the st%dents/
+o# #ill yo% meet the needs of learners at !ario%s sta&es of de!elo"ment d%rin& this lesson/ (+o#
#ill yo% differentiate instr%ction/)
+a!e st%dents sit on the &ro%nd in the front of the classroom1
8ead the literat%re $oo: ;<raction 'ction1= P%t em"hasis on readin& the "arts #here they
tal: a$o%t fractions or "arts of a #hole1
's: st%dents re!ie# 0%estions s%ch as: ;.hat is a #hole/= and ;.hat is a half/=
ra# rectan&les on the $oard and &i!e e2am"les of thin&s are hal!es and not hal!es1
ra# a circle on the $oard and &i!e e2am"les of thin&s are hal!es and not hal!es1
's:: ;Can one half $e $i&&er than the other half/= 'ns#er: 5o) they m%st $e the same si3e1
's: #hat thin&s there are in real life that re0%ires them to c%t a circle or rectan&le into
hal!es1
-ention that the t#o hal!es) no matter ho# yo% "artition them) total to the #hole1 State that
the #hole is e0%al to the t#o hal!es1
Tell st%dents that #hen they &o $ac: to their seats) they #ill need to ta:e o%t their math
folder and a "encil1 62c%se st%dents that are ready to &o $ac: to their seats1
>rin& o%t the elmo and t%rn it on1
Pass o%t any &raded #or:sheets1
Sho# st%dents the "iece of "a"er they #ill $e recei!in& to %se d%rin& the acti!ity1
(8ecordin& "a"er sho#n at the $ottom of the lesson "lan #rite-%")
Tell st%dents that they #ill $e #or:in& in "airs to constr%ct thin&s %sin& "laydoh1 .hen
finished) they #ill %se the "lastic :nife to c%t their models in half) and they #ill record on the
"a"er #hat they created) a s:etch of #hat they created) and if it is a$le to $e c%t into t#o
hal!es or not1 8emind them that the "lastic :ni!es are dan&ero%s and not to %se them
im"ro"erly or else they #ill $e ta:en a#ay1
o St%dents sho%ld ma:e and record ? different thin&s) #ith at least 1 $ein& a$le to $e
c%t into hal!es) and one not $ein& a$le to $e c%t into hal!es1
Pass o%t the "laydoh) "lastic :ni!es) and recordin& sheets $efore lettin& them $e&in1
.hen st%dents are finished) ha!e them clean their des: areas $efore ha!in& them mo!e on1
Tell st%dents that are finished to find ? thin&s or items aro%nd the classroom that can $e c%t
into hal!es1 +a!e them record) dra#) and then half the thin& or o$,ect on their "a"ers $y
dra#in& a ;c%ttin&= line thro%&h it1
'fter st%dents are finished) ha!e them sit on the &ro%nd in the front of the class and cond%ct
a short disc%ssion on thin&s that they hal!ed %sin& "laydoh) as #ell as on thin&s that they
fo%nd aro%nd the classroom that co%ld $e hal!ed1
Sho# st%dents the reflection sheet and "ass them o%t to st%dents that are ready1 +a!e them
&o $ac: to their seats to #or: on the reflection1 8eflection 0%estions are as follo#s:
o id yo% li:e the acti!ity on hal!es that yo% "artici"ated in today/ .hy or #hy not/
o .hat does a half mean to yo%/
o ra# an e2am"le of a half on the left1 ra# an e2am"le of somethin& that is not a
half on the ri&ht1
o If yo% too: a test ri&ht no# on fractions) ho# #ell do yo% thin: yo% #ill do/
o Circle the score yo% thin: yo% #o%ld &et on the test if yo% too: it ri&ht no#1
-6/-P/P/.>
o .hy do yo% thin: yo% #o%ld &et that score/
+a!e st%dents read 0%ietly) do their home#or:) or do other #or: #hen they are finished1
.hat reso%rces are needed/ (These sho%ld $e identified as "art of the learnin& acti!ities) $%t sho%ld
$e listed and f%rther descri$ed in the section $elo#1)
Literat%re $oo:: ;<raction 'ction=
Playdoh
Plastic :ni!es @ 1 "er "air
6lmo
8ecordin& "a"er @ 1 "er st%dent
8eflection #or:sheets @ 1 "er st%dent
Resorces sed in teac(ing t(e lesson
Literat%re: ;<raction 'ction= '%thor A Ill%strator: Loreen LeadyB P%$lished in 1CC(
ry-erase mar:ers and #hite$oard
6lmo
Playdoh (eno%&h so all st%dents can do the acti!ity)
Plastic :ni!es @ 1 "er "air of st%dents
Pa"er to record !ario%s thin&s that can $e ;hal!ed=
8eflection #or:sheets
Stage 1 - Reflection
Reflection on lesson de.elo2ment
+o# did creatin& this lesson "lan hel" yo% &ro# as a teacher/
Creatin& this lesson made me thin: of different #ays I co%ld en&a&e the class as a #hole in
the lesson1 D%st as:in& a 0%estion to the class and ha!in& only st%dents that :no# the ans#er
"artici"ate in the disc%ssion does not hel" the st%dents that do not :no#1 +a!in& st%dents
#or: in "airs and hel" each other o%t "romotes team#or: and #or:in& to&ether) s:ills that
are necessary in the real #orld as #ell1
It also made me thin: of #ays that I co%ld try to relate the content of the lesson to the real
#orld) so that they can see the im"ortance of :no#in& #hat they are learnin&1 (Sc%l"tin& real
models of #hat they choose to ma:e) and findin& real o$,ects and "ict%res aro%nd the
classroom to record on their sheets1
If yo tag(t t(e lesson
.hy #as this lesson effecti!e/
.hat #o%ld yo% chan&e in the f%t%re) and #hy/
If yo did not teac( t(e lesson
.hat are the stren&ths of this lesson "lan/
The stren&ths of this lesson "lan is that it en&a&es all st%dents thro%&h means of a class
disc%ssion re!ie# and has them #or: in "airs to fi&%re o%t #hat hal!es are1
It also lets st%dents self-reflect on the acti!ity they are doin& and allo#s them to see for
themsel!es if they are &ras"in& the content or not1
The lesson as a #hole to%ches on m%lti"le intelli&ences) and &ets them to see #hat hal!es are
!ia real life a""lications and a hands-on acti!ity1
.hat modifications mi&ht $e needed/
I can may$e see the disc%ssions and the acti!ities "ossi$ly &ettin& a little o%t of control
(es"ecially d%rin& the "laydoh acti!ity)) remindin& st%dents to maintain a "ro"er noise le!el
and to :ee" their areas clean d%rin& the acti!ity #ill hel"1
'fter finishin& their reflections) st%dents may start to tal: to each other and &et noisy instead
of #or:in& on other thin&s or readin& 0%ietly1
NAME: ___________________________ PARTNERS NAME:
___________________________
DATE: ____________________
Playdoh Activity Recording Sheet
What did you create Dra! a "icture o# !hat you
created$
%an you cut it into halve&
'$
($
)$
*$
+$
What did you #ind in the cla&&roo, Dra! a "icture o# it and cut it into t!o
halve& -y dra!ing a line through it$
'$
($
)$
*$
+$