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Velazquez Math

This lesson plan is for a 2nd grade fraction center. Students will learn about fractions by defining key terms like numerator and denominator and practicing writing fractions. The teacher will introduce fractions, explain the lesson, and split students into two groups. Each group will work with a student teacher, first defining fractions and then completing a worksheet independently with fraction cards. Halfway through, the groups will switch activities. To conclude, the teachers will review fractions and answer any remaining questions.

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103 views4 pages

Velazquez Math

This lesson plan is for a 2nd grade fraction center. Students will learn about fractions by defining key terms like numerator and denominator and practicing writing fractions. The teacher will introduce fractions, explain the lesson, and split students into two groups. Each group will work with a student teacher, first defining fractions and then completing a worksheet independently with fraction cards. Halfway through, the groups will switch activities. To conclude, the teachers will review fractions and answer any remaining questions.

Uploaded by

api-318497518
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TCNJ Lesson Plan

Fraction Center
Student Name: Angie Velazquez
Grade Level: 2nd Grade

School Name: Hopewell Elementary


Host Teachers Name: Ms. Harjes

Guiding and/or Essential Questions:


What is a fraction?
How do we write fractions?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students will most likely have heard of fractions before, and may have started learning
about them in previous grades. Students might understand that a fraction represents part of a
whole. They will definitely have had experience with fractions regarding food, for example
pizzas/pies/cakes/etc.
The terms numerator and denominator might be new to some. Students might yet not
know that there is a specific way to write fractions.
Standards:

CCSS.MATH.CONTENT.2.G.A.2Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.
CCSS.MATH.CONTENT.3.NF.A.1Understand 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 the size of 1/b.

Learning Objectives and Assessments:


Learning Objectives
Students will learn that a fraction is an equal
part of a whole. They will also be able to
illustrate how to write a fraction and be able to
explain what the numerator and the
denominator mean.

Assessment
I will assess how accurately students complete
their worksheet. I will also check how
accurately they orally define a numerator and a
denominator, or what the difference between
the two are.

Materials/Resources: (List materials, include any online or book references and resources)
The Everything Math Deckfraction side of cards
o 12 cards per student (at least one of each fraction and a whole number fraction
card
o Example: 1 a/2, 1 a/3, 1 a/4, 1 a/5, 2 a/6, 2 a/8, 1 a/9, 1 a/10, 1 a/12, 1 a/16, and 1
a/a
Worksheets (1 per student)
Pencils

Colored pencils

Plan for set-up/distribution/cleanup of materials:


I will have divided the cards up beforehand, at home. Since the answer is written on the
cards, I will have to cover it up with colored tape. I will also make the worksheet and enough
copied for everyone at home. Students will be instructed meet me back at the group of desks that
I have chosen for the center. I will distribute the worksheets and the cards to each student once
they have gotten settled in their seats. I will also have a cup of colored and regular pencils for the
students to use.
Step by Step plan (numbered):
1 Lesson beginning: Students will be instructed to meet on the rug. I will begin by
explaining to the students that they will be learning about fractions by doing math
centers. Krystal will elaborate and tell them that they will be broken up into two groups;
Group 1 will meet with me first and Group 2 will go with Krystal. Halfway through the
class, the students will switch and get the chance to meet with the other student teacher
and do their activity.
2 Lesson beginning cont.: Krystal will then begin to teach the lesson. She will explain that
fractions are written with a numerator on top and a denominator on the bottom. She will
also explain to students that the denominator tells the total number of equal parts into
which the whole is divided and that the numerator tells us the number of equal parts you
are thinking about. I will then model how to write a fraction by drawing a pizza on the
easel and writing the fraction next to it, being careful to show the students the correct
way to write the fractions. We will then split the students up into two groups and dismiss
them from the rug to their locations. I will instruct my students meet me at the two groups
of desks closest to the whiteboard.
3 Once the students have settled at the desks, I will distribute the worksheets and the cards.
They can grab a regular and colored pencil from the cups I brought over for them.
4 We will work together to answer the first few questions. Then, I will then explain the rest
of the worksheet and model it for them.
5 Students will then begin to work independently on their worksheets. I will walk around
and help them if needed and answer any questions they might have.
6 Krystal and I will give the students a 5 minute warning and then switch groups. Students
will return both the colored and regular pencils to the cups, leave the cards at the desks,
and take their worksheets with them to the next center.
7 I will repeat steps 3-5 with Group 2.
8 Krystal and I will give the students a 5 minute warning and then tell the students to return
to their assigned seats for closure. Again, students will put the pencils back in the cups,
but this time, they will also put the cards back in the baggies and hand them back to me.
9 Closure: Together we will review what a fraction, denominator, and numerator are. We
will also review how to write fractions correctly and answer any remaining questions.
Students will then pack up for the end of the day and get ready to go to their special.
Key Questions (that you will ask):

What is a fraction?

What is a numerator?
What is a denominator?
Which goes on top (when writing a fraction)?

Logistics:
Timing: Math1:30 pm-2:30 pm
10 minutes for lesson beginning
o 7 minutes to introduce lesson
o 3 minutes to divide into groups and transition
20 minutes for group 1
o 3 minutes to explain and model
o 15 to work
o 2 to transition
20 minutes for group 2
o 3 minutes to explain and model
o 15 to work
o 2 to transition
10 minutes for closure
o 5 minutes to review
o 5 minutes to pack up
Transitions:
For the first transition, Group 1 will go directly to the designated tables. They do not need
to get anything, just meet me there as I will provide them with all the materials they need.
Students will return most of these materials before they transition to Krystals center; they will
take their worksheets with them. Group 2 will have to put away the cards and hand them back to
me. For closure, the students will all go back and sit at their desks.
Classroom Management:
The amount of students moving around has been minimized by me providing the
materials. Originally, I was going to have the students go and get a pencil from their desk and a
colored pencil from the art table. I realized this caused unnecessary movement and would create
a longer and more complicated transition, so instead I provided the students with all of their
materials. The transition from Group 1 to 2 will be facilitated by having the students leave most
of the materials at the desks, and having them only take their worksheet to Krystals center.
Students will be redirected by me tapping them on the shoulder and/or directly telling them to
refocus and quiet down. If the whole class is getting too noisy, either Krystal or I will turn off the
lights and tell the class to calm/quiet down.
Differentiation
If the students need help figuring out the answer, I will first try and scaffold their learning
by asking guided questions. If they still do not understand, I will allow them to look at the
answer under the tape, but then I will ask them to explain why that is the correct answer. Also,

the questions on the worksheet ask students to not only recall information but also how to apply
it.

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