UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Janet Ramirez
Lesson Overview
Grade Level 2nd Grade
Estimated Time Needed One 45 minute class period
Students are going to learn how to partition shapes/objects into 2, 4, and 8
Lesson Description equal parts using circles and rectangles. They will also name the parts using
the words halves, fourths, and eighths.
2.3 A partition objects into equal parts and name the parts including halves,
Content Area Standards
fourths, and eighths, using words.
Technology Standards None
The student will be able to: partition objects into equal parts, and name the
Objectives
parts using words such as, halves, thirds, fourths, and eighths.

Resources/Materials/Tools
Terms/Vocabulary Partition, equal, halves, thirds, fourths, eighths.
Elmo and Smartboard: During the content-input part of the lesson I’m using
Technology Resources
them so that students can see what I’m modeling on there.
Circles and rectangles made out of paper: I will use these during content
input, so that I can model how to partition shapes into halves, fourths, and
eighths. Plates and rectangles made out of manila paper: Students will use
Other Resources these during guided practice to practice partitioning as a class.
Construction sheet and objects made out of paper: Students will use these
materials during independent practice by gluing partitioned objects on the
sheet of paper.

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe Describe how each stage of
Cite specifically what
the flow of the lesson-the content to the lesson will be managed,
resources for this activity
be presented, and the strategies to including role of teacher and
will be used, and describe
This template is built on the be used. Include actual words you learners (who is doing what
in detail how they will be
will use and questions you will ask at each point), location
traditional “Madeline students. Consider items such as: (e.g., classroom, computer
used.
Hunter” lesson structure. Note who will be using the
parts of the lesson that might be lab, outside), and any
tool and in what ways. Note
difficult, and how you will know special considerations, such
any safety considerations
whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Focus/Anticipatory Set I’m going to choose two All students are going I’m going to use a
(motivational hook) students, and before we start I to be on the carpet. I’m fake cookie made out
will tell them what they’re also going to be on the of paper. The student
going to say in front of the carpet, but sitting on a that is going to give
me the cookie, the
UH COE Lesson Plan Template (Direct Instruction)
class for the small play. I’m chair. I will tell the two student that I’m going
going to give the first student a students that are going to share the cookie
fake cookie made out of to participate on the with, and I will use
paper. I will also tell this small play what they’re this fake cookie. This
student that as soon as we going to say right is the only think I’m
start he/she is going to tell me, before we start. I’m using for this part of
“Ms. Ramirez, I wanted to give also going to be part of the lesson.
you this cookie.” I will tell the it. The rest of the class Everything else is just
second student that when I will just watch, but they talking.
take the cookie she/he is will also participate
going to say, “Ms. Ramirez, once I give the second
could you share your cookie student the smaller
with me?” I will also tell them piece of cookie
to make sure they say it loud because they’re going
enough so that the entire class to start saying that it’s
can hear them. I’m going to not fair. Students will
start the class by saying, get a chance to say
“Thumbs up if you’re ready to why they don’t think I
learn” Once everyone is quiet, was fair when giving
I’m going to signal the first the student half of my
student to start. The first cookie.
student will say, “Ms. Ramirez,
I wanted to give you this
cookie.” I’m going to say, “Oh,
thank you (student’s name)”.
Then, the second student will
say, “Ms. Ramirez, could you
share your cookie with me?”
I’m going to say, “yes, of
course I’ll share it with you. I’m
going to give you half of my
cookie”. I’m going to cut/tear
the cookie unevenly, so that
my piece is a lot bigger than
the student’s piece and give it
to them. The student will most
likely have a reaction because
it’s clearly not half. They could
say something like, “that’s not
half, your piece is bigger than
mine”. I’m going to say, “yes it
is, I cut it in half. Once the
student and other students
insist on saying that it’s not
half I will say, “how do you
know it’s not half?” The
students will say, “because
your piece is bigger than
his/hers”. I’m going to say, “oh,
UH COE Lesson Plan Template (Direct Instruction)
so you’re saying that they’re
not even because mine is
bigger than his. That’s right,
that’s not really fair right?
These pieces aren’t the same
size because they’re not
equal, one is bigger than the
other. Don’t worry class, what
were going to learn today will
help you guys not make the
same mistake that I just
made”. If when I give the
smaller piece of cookie to the
student he/she doesn’t say
anything, and the rest of the
students don’t react at all
either, I will ask them to look at
both of our pieces. Then, I will
ask, “If you look at his piece
and my piece, did I give him
half? Is it fair?” Once I ask this
someone will say it’s not, and
that’s when I will ask why is it
not fair/equal and go on from
there. (4 minutes)
Content-input T: “Okay, so now let’s learn all Students are going to I’m going to use the
(Could include content about partitioning.” “We’re be sitting down on the Elmo and smartboard
outline, presentation, going to first start with the carpet area, and I’m that my mentor
questioning, modeling, word partition.” “Does anybody going to be on the chair teacher has so the
examples) know what partition means?” as I show them how to kids can see what I’m
S: “To separate something into partition the shapes. I doing on the board. I
equal parts?” “Yes, exactly. will also be moving to will also use an
So, let’s read the definition where the anchor chart anchor chart that I
that’s up here on this anchor is so that I can show made and came up
chart.” If nobody knows: T: them what the parts are with myself. The
“Let’s look at this anchor chart, called. Students will be anchor chart is so
and read the definition.” T: paying attention, that they can see the
“Partition is to divide into equal answering questions, shapes partitioned
parts, and by equal it means and repeating new into equal sizes and
that all of the parts are the vocabulary words after the words that are
same size.” I will choose a me. Students will also used to describe the
student and ask (H.O.T) “Can watch exactly how to separate parts and
you tell me in your own words partition shapes as I’m the parts related to
what partition means?” S: “To doing it. There are the whole circle. I’m
divide into equal parts”. I will some students that also going to use two
choose another student and might know how to do circles and two
ask, (H.O.T) “Can you tell me some of them like the rectangles that I’m
in your own words what halves, but partitioning going to draw and cut
he/she means by equal them into thirds can be out myself out of
UH COE Lesson Plan Template (Direct Instruction)
parts?” S: “Parts that are the more challenging, so colored paper. I will
same size”. T: “Yes, you got this is where they will use these to show
it”. I will go back to sit in front have to think more. The exactly how to
of the Elmo. T: “Now that you teacher will partition shapes into
know what partition means, demonstrate how I equal sizes so that
let’s partition different shapes partition shapes, and students can see me
into equal parts. Pay attention how I make sure that model it before they
because in a little bit we’re all of the parts are the try it. At this point
going to practice. We’re going same size. The teacher students will not be
to start with a circle.” I’m going will also explain what using anything yet.
to put a circle that I drew and each part that was I’m the one that’s
cut out of colored paper for partitioned is called going to be using
them to see on the smartboard related to the whole these things to show
screen. T: (H.O.T) “Can circle and on it’s own them how to do it.
anyone explain to me how can as well.
I partition this circle into two
equal parts?” S: “By drawing a
line in the middle.” T: “Yes,
you’re right. All you have to do
to partition a circle into two
equal parts is to draw a line in
the middle.” If they don’t know,
I will explain to them that you
can also fold it in half to
partition it into two equal parts.
I will then fold it in half and
open it back up. T: “Are both
parts equal?” S: “Yes”. T:
“How do you know that both
sides are equal?” S: “Because
both sides are the same size”.
T “Exactly, so if all sides are
the same size, it means that
the circle was partitioned
equally”. T: “Now let’s look at
the anchor chart again”. I’m
going to get right next to the
anchor chart to show them the
circle on there that’s
partitioned in half. T: “This
circle here is also partitioned
in half because both parts are
the same size, so they’re
equal. These parts are called
halves, and each one is one
half”. I’m going to point at both
of the halves and say, “This is
one half of a circle, this is also
one half of the circle, and they
UH COE Lesson Plan Template (Direct Instruction)
are both halves Can you say
halves?”. S: “Halves”. I’m
going back to the Elmo and
say, “Okay, so now we’re
going to partition the circle into
four equal parts. (H.O.T) Can
someone explain how I can
partition it into four equal
parts?” S: “By folding it again
in half”. If no one knows I can
say, “All I have to do is fold it
in half a second time”. I’m
going to fold it in half again,
and then open it up and draw
the line. T: “Did I partition it
into equal parts?” S: “Yes”. T:
“Right, because all four parts
are the same size, so I
partitioned it into equal parts”.
I’m going to point at the circle
on the anchor chart that’s
partitioned into four equal
parts and say, “See, this circle
is also partitioned equally into
four equal parts because all
four parts are the same size.
Each of these parts are one
fourth of the circle, so these
are called fourths. Can you
say fourths?” S: “Fourths”. I’m
going to do the exact same
thing with the next circle for
the eighths. Fold, explain that
they’re equal, explain that
each part is one eighth of the
circle, and explain that they’re
called eighths. Then I’m going
to take out a new circle. T:
“Now we’re going to try to
partition a circle into three
equal parts. This is something
you’re going to learn in 3rd
grade, but since I know you
guys are very smart I want to
try it with you all. If you don’t
understand it, don’t worry, it’s
just a challenge. How can I
divide this into three equal
parts?” S: “By folding it into
UH COE Lesson Plan Template (Direct Instruction)
three parts”. T: “Okay, like
this? (I will fold it into three
unequal parts). S: “Yes.” T:
“So, you’re saying that these
three parts are the same size?
(H.O.T) What would happen if
this was a cookie that I was
sharing with two of my friends,
and I got this part and they got
these parts of the cookie?
Would we all get the same
amount?” S: “No, because
they’re not the same size” T:
“Yes, all three parts are not
the same size. To partition a
circle into three even parts, it’s
a little bit different, so I’m
going to show you how to do
it. You can’t fold it to partition
it, instead you have to draw
the lines.” I’m going to take a
marker and say “You’re going
to start in the middle and make
a dot. Then you’re going to
draw the body of a stick
person.” I might have to show
them quickly what I mean by
the stick person thing. T:“Now
do we have three equal parts?
Do they all look the same
size?” S: “Yes”. I’m going to
show them on the anchor
chart that each part is a third
of the circle, the parts are
called thirds, and ask can you
all say thirds? I’m going to
repeat the exact same thing
using rectangles. I’m doing 3
rectangles for halves, 2 for
thirds, 3 for fourths, and 2 for
eighths so that for each
rectangle I can show a
different way to partition it.
They will see that it doesn’t
matter what it looks like as
long as they’re the same size.
Every time I partition a
rectangle with a different
amount of equal parts, after
UH COE Lesson Plan Template (Direct Instruction)
the first way to do it I will ask,
“what is another way I can
partition this rectangle that is
different from this way?” just to
give them a chance for those
who do know, if they don’t I
will just explain it. When I get
to the one that I’m partitioning
into thirds I’m going to say,
“Once again thirds is not a big
deal here, but let’s try it just
because you guys are smart.
To partition this rectangle into
thirds I’m going to fold it like
this and once these two parts
look even I’m going to fold it
there, then I’m going to fold
this one going this way also”.
I’m going to open it. I’m not
really spending a lot of time on
thirds so I’m just going to
quickly go over this. For the
rectangles after I fold them
into 2, 3, 4, and 8 equal parts
I’m going to also show them
on the anchor chart that each
part is called a half of, a third
of, a fourth of, an eighth of,
and that the parts are called
halves, thirds, fourths, and
eighths. (10 minutes)
Guided Practice T: “Okay class, now that Students are each I’m going to use
(identify students who you’ve learned how to partition going to partition a round paper plates
failed to master lesson objects into equal parts, we’re circle into 2, 3, 4, and 8 and rectangular
objectives.) all going to try it together, but equal parts and a pieces of manila
we will be using plates and rectangle into 2, 3, 4, paper for students
paper”. I’m going to give each and 8 equal parts by and teacher to fold
student two round paper using plates and pieces and partition into
plates, and 4 pieces of manila of manila paper. equal parts together.
paper. T: “Take your first They’re each going to Students and I will
paper plate, and I want you to do this, but the teacher also need a marker
partition it into two equal will also do it as so that they can
parts.” I’m going to look students do it so that partition the circle into
around to make sure students once students try it on thirds.
know how to do it, and help their own they can
those who don’t. Once compare it to the
everybody is done partitioning teachers. If they have it
the plate. T: Raise up your wrong, they can fix it by
plate so that I can see it. I’m making it match mine.
UH COE Lesson Plan Template (Direct Instruction)
going to choose a student that Students will also show
did it correctly and ask, “how me what they did right
do you know yours is after they do each step
partitioned into two equal so I can check for
parts?” S: “Because both parts understanding. They
are equal”. T: “Yes, both parts will also talk to a
are the same size, so that partner so that they can
means they’re equal. I will also explain to each other
ask another student, “I see what they each did.
that you have two parts that They’re doing the
are both the same size, what partitioning, but the
are your parts called.” S: teacher will still be
“Halves”. T: “Yes, halves!” there to guide them
Every time they finish through it and make
partitioning the shapes into sure they can do it on
equal parts, I’m also going to their own. Students will
do it myself, so they can see also answer questions
mine and check theirs. If they that will help them
have it wrong this way they understand that
can fix it. This is how I will sometimes the
know who is understanding it, partitioning will look a
and who still needs more help. little different, but as
Every time they partition it into long as all parts are the
more parts, they’re just going same size they’re
to fold it more. I’m going to do equal. The teacher will
the same thing with the same do it along with the
circle when they partition it into students just so that
four and eight equal parts. they still have
Once they’re done with something to look at to
partitioning it into eight equal check their work after
parts T: “Okay, now I want you they try to do it. The
to turn to your neighbor and teacher will also listen
show them your partitioned in to conversations,
plate and whisper to them how look at student work as
you went from partitioning it students lift up their
into two equal parts to eight partitioned shapes, and
equal parts, make sure you help students that need
both take turns doing this”. As extra help. Students
they talk, I’m going to listen in who understand the
on what they’re saying to concept well can also
make sure they know how to help each other.
partition into equal parts all the Students and teacher
way to eighths and they know will still be on the
how to use the vocabulary carpet.
words properly. I will choose a
student and ask (H.O.T),
“Student’s name, can you tell
us in your own words what
your partner just told you as
UH COE Lesson Plan Template (Direct Instruction)
you were talking to him/her”.
S: “They said they just kept
folding the plate in half until
they got eight equal parts”. T:
“Great, good job.” T: “Now
take your second plate and I
want you to try to partition it
into three equal parts using
your marker. This is just to
practice. Remember you have
to start in the middle and draw
the bottom of a stick person.” I
will also do it and once they’re
all done I’m going to show
them mine and ask them to
check theirs. T: “If yours
doesn’t look like mine make
sure you fix it and make it look
just like mine. H.O.T: “why
can’t I just fold the circle to
partition it?” S: “Because if you
do that the parts are not going
to be equal because they will
not be the same size.” T:
“Great job.” I’m going to do the
same thing with the
rectangles, but for each
rectangle they can choose
whichever way they want to
partition it as long as all of the
parts are equal. Right before
partitioning the first rectangle
into two equal parts: H.O.T
“What is another way I can
partition it into two equal parts
other than folding it vertically
like I did earlier?” S: “If you
fold it in half the other way
(horizontally)”. T: “Yes,
because they’re still the same
size. It doesn’t matter how you
fold it as long as it’s the same
size.” Students will partition
them into 2, 4, and 8 equal
parts by folding them. After
each one they show me theirs
by lifting it up and they will
check them by looking at mine
and fixing theirs in necessary.
UH COE Lesson Plan Template (Direct Instruction)
After they finish folding it into
eighths, they’re going to turn
and show and talk to a partner
about what they have. When
they get to thirds which is just
for fun and practice, they’re
going to partition it by folding it
into three equal parts. H.O.T “I
see that a lot of you partitioned
it exactly how I partitioned the
other rectangle earlier, what is
another way I can partition this
rectangle into three equal
parts”. S: “By folding it the
other way (horizontally)”. T:
“Exactly, you still have thirds,
they look a little different but
they’re still all the same size.
I’m not taking a lot of time on
thirds, this is just for
enrichment for those who
might need it during
independent practice, or if it’s
necessary for most of the
class. I will do everything the
same when we partition the
circles and rectangles into 2,
4, and 8 parts. And everything
will also be the same when we
partition the circles and
rectangles into three equal
parts. The only thing that will
change is the questions I’m
going to be asking but
everything else will be the
same. If I feel like students
need more practice, I can
practice with them more using
white boards. I would just draw
a shape, and tell them to draw
the same shape and partition it
into either halves, fourths, or
eighths. (10 minutes)
Independent Practice T: “Okay class, so now you get Students will start in I’m going to use an
(reteaching and to try this on your own. Do you the carpet until I give activity I came up
enrichment) all feel ready for it?” S: “Yes!” them their paper with with. All I’m giving
T: “Listen for instructions first the objects. This is students is a sheet of
so you know what to do. when they’re going to construction paper,
You’re going to get a sheet of their desks. They’re and another sheet of
UH COE Lesson Plan Template (Direct Instruction)
construction paper and going to do a hands on paper with 4 different
another sheet of paper with 4 activity where they will objects. Students will
different objects. First you’re partition different use these objects to
going to cut out the four objects using a pencil partition them into
different objects. Then you’re and then scissors to cut different parts and
going to partition each object it out. Then they will gluing them on the
by drawing the lines first with a glue each object on the construction paper
pencil and then you will cut it construction paper and along with using
out so you have equal pieces. name the parts using names to describe
You’re going to get a cookie, a the words halves, the parts right under
pizza, a cake, and a chocolate fourths, and eighths. each object.
bar. You can partition each The teacher will be
one however you want, but walking around
you have to partition at least watching students
one in halves, fourths, and work. The teacher will
eighths. If you feel like you also help students who
can, you can also try thirds. are struggling by either
Once you have your equal asking them questions
parts I want you to glue them to guide them to the
on the construction paper and answer or use the
name the parts by writing example to show them
either halves, thirds, fourths, what to do. If the entire
or eighths right under each class doesn’t
picture. If you don’t know how understand, the
to spell them you can look at teacher will re-teach
our anchor chart. This is an using the example and
example that you can use (I’m modeling with it. The
going to have an example on teacher will use
the projector just in case they enrichment with more
need it). You only have twenty advanced students by
minutes so focus so you can letting them partition
finish on time. I don’t mind if into different number of
you talk as long as you’re parts. For this students
working.” I’m going to pass out will be on their desks
the construction paper that until they finish. When
include the objects, and they they finish, students
can choose from 3 different can either do
colors. Students will go to their classwork, homework,
desks and work on this or read a book.
activity. While they work I am
going to let them work
independently, but I will still
walk around and help students
that might be confused. If a
student is very confused I can
ask them question that guide
them to the answer they’re
looking for. I can also show
them my example along with
UH COE Lesson Plan Template (Direct Instruction)
questions so that they
understand what to do. If a
student is more advanced with
this skill and needs
enrichment, I can tell them to
divide it into thirds, fifths,
sixths, or tenths. Something
harder so they can think and
explore with other numbers. If
the entire class doesn’t
understand, I can re-teach
using my example. (20
minutes)
I’m going to ask them a few
questions: T: “What did you
guys learn today?” S: “We
learned how to partition This will be done just to
shapes. T: “How do you quickly review after the For this I’m not using
partition shapes into equal independents practice any resources or
parts?” S: “You can fold them activity. Students will anything. It will just be
Closure
or draw lines to get equal be on their desks still, a few questions to
parts. T: “How do you know if and I will be review what we just
a shape is partitioned somewhere in front of did.
equally?” S: “Because the them, near them.
parts have to be the same
size.” T: “Great job class.” (1
minute)
Plans for Differentiated Instruction/Accomodations
We’re going to start with easier shapes to partition because we will go from
halves to eighths. I think this can be helpful for any student. For guided practice
we will use a lot of different examples. For the last activity during independent
Special Education Students
practice they have the option to partition the objects however they want as long
as they use halves, fourths, and eighths at least once. This gives students the
option to partition each one into the amount that they want to.
For English Language Learners I’m going to write down the new vocabulary
words on an anchor chart. When they do the activity for independent practice at
the end of the lesson, this will help them spell the words correctly if they don’t
English Language Learners
know how to. We will also practice saying these words during content input. I’m
going to say it, and they will repeat after me. This should be helpful for these
students.
If I have students that understand it really fast and they need something harder,
they can try partitioning thirds. I’m not supposed to teach thirds as much just
introduce it because it’s taught in 3rd grade, but it can work for students that are
Gifted and Talented more advanced. It would be good for these students to use as enrichment which
is why I’m using it that way. Students can even do sixths, fifths, or tenths. I plan
on using these during guided practice on the white boards if the beginning ones
are too easy for them.
Other:
UH COE Lesson Plan Template (Direct Instruction)
Potential Challenges/Plan B
If during guided practice students don’t understand how to partition shapes into halves, fourths, and eighths after
folding the plates and sheets of paper, I will practice more with them. I can do this by using white boards and
giving them a shape, and telling them to partition the shape on their boards. We can do this until students
understand the concept. If students get confused or don’t understand during independent practice, I can use the
example I’m going to make to reteach partitioning. I can just use the rest of the objects that I didn’t glue on the
paper and partition those, so that they understand it. If my modeling doesn’t work because of the shapes I’m using
and the students aren’t understanding, I can use fraction circle manipulatives instead.

Assessment
I will assess throughout the lesson during guided practice. During guided practice I’m going to watch
students partition, and help those who need help. I’m also going to ask question during this part, and listen
in as they talk with a partner to make sure they also understand the new vocabulary words they learned
and know how to use them properly. My final assessment will be the last activity during independent
practice. Students will partition four different objects into different parts, and they’re also going to name the
parts. This will show me is students do understand how to partition equally, and if they know how to
describe the parts using the new vocabulary words.

Notes and Credits