90 MINUTE 5E Math Lesson

Teachers Name: West (Model)

Grade: 2nd grade

TEKS:
MATH.2.3A Partition objects into equal parts and name the parts, including halves, fourths, and eighths,
using words.
MATH.2.3B Explain that the more fractional parts used to make a whole, the smaller the part; and the
fewer the fractional parts, the larger the part.
MATH.2.3D Identify examples and non-examples of halves, fourths, and eighths.
Unit Lesson: Unit 6 Day 3
Objective: TSW partition linear models into halves, then fourths, and then eighths with Cuisenaire rods and
chocolate bars.
TSW be able to explain that the more fractional parts used to make a whole, the smaller the part; and the fewer
the fractional parts, the larger the part.
VOCABULARY:
Whole: a defined unit (e.g., region/area or length) of one
Partition: to break into equal-sized pieces
Fractional parts: equal-sized parts that can be composed to equal a whole
Fraction: represents a number of equal parts that make up a whole
Numerator: The counting number. It is the first word written for the word form of a fraction and indicates how
many shares or parts of a given whole amount there are. It tells how many total parts have been counted. It tells
the number of parts we are talking about.
Denominator: This number tells what is being counted. It is the second word written for the word form of a
fraction and it tells how big each part or share is. If the denominator is four, it means we are counting fourths; if it
is eight, we are counting eighths, etc.
Length Model: A model that represents one whole using a linear distance.
Guiding/Critical Question(s):
1. How did we represent the length of the candy bar that Annie has?
2. How do we name the candy bar?
3. How can we partition the length of the candy bar so that Annie has two, four, and eight equal pieces?
4. When the whole is represented by a brown rod, which rods can be used to represent two equal parts, four
equal parts, and eight equal parts?
5. How do we count the number of halves, fourths, and eighths that make up the piece of candy bar?
6. What do you notice about the size of the parts when Annie cuts the piece of candy bar into two equal
parts, four equal parts, and eight equal parts instead of keeping the piece of candy bar as one whole?
What does this tell you about fractional parts?

Daily Routines
(15-20 min)
Numerical Fluency
Number Talk

Number Talk: 24+37=

POD:
Chris has 24 fewer pennies than Dan. Chris has 57 pennies. How many pennies
does Dan have?

Problem-Solving
UPSC template

Engage (5-10 min)

Set the purpose/State
the objective
Make connections
Anticipatory Set (Hook)

Tell story of my kids sharing a candy bar. They always fight over who gets to
split the candy bar and whose part is bigger.

Explore (5-10 min)

Vocabulary exploration
Collaborative work
Pose the problem/Ask
guiding questions
Explore with
manipulative

Take about 5 minutes to explore using the Cuisenaire rods.

Explain (15-20 min)

Explicit, direct
instruction by teacher
Guided Practice
Multiple representations
Clarifying questions
Interactive Word Wall
Use manipulative to
explain/learn

I DO:
Show the students how to stack the Cuisenaire rods
Allow students the opportunity to identify the value of each rod (white-1 unit)
Provide students with a copy of the rods on grid paper (write 1 unit, 2 unit, etc.)
Show two equal parts
Show four equal parts
Show eight equal parts
WE DO:
Create anchor chart with students

Help students to understand that the smaller the piece the more it will take to
equal the whole. The larger the piece the fewer it will take to equal a whole..
WHOLE:
We can use a brown Cuisenaire rod to represent the whole.
We name the length of the candy bar one because we have one piece of
candy bar.

Elaborate (25-30 min)

Apply learning to new
situations
Extend learning through
workstations
Small Group instruction
Independent Learning
Tasks/Partners/Group
Work
Workstations

Evaluate (10-15 min)

Lesson Closure/Major
Takeaways
Student reflection on
learning through
formative assessments
Exit tickets, math journal
prompts
Performance Task

HALVES:
We can use two purple rods to represent two equal parts.
We know the parts are equal to a whole because when we line up the two
purple rods under the brown rod, they are the same length.
Each purple rod will be a half of the brown rod.
We count the number of halves in one whole: One-half, two-halves. I can
see that two-halves are the same as one.
FOURTHS:
We can use four red rods to represent 4 equal parts.
We know the parts are equal to a whole because when we line up the four
red rods under the brown rod, they are the same length.
Each red rod is a fourth of the whole.
We can count the number of fourths in one whole: One-fourth, two-fourths,
three-fourths, four-fourths. I can see that four-fourths is the same as one.
I noticed that when Annie cut the candy bar into 4 pieces, the pieces got
smaller.
When Annie cut the candy bar into two pieces, the pieces were larger.
EIGHTHS:
We can use eight white rods to represent 8 equal parts.
We know the parts are equal to a whole because when we line up the eight
white rods under the brown rod, they are the same length.
Each part will be an eighth.
We count the number of eighths in one whole: One-eighth, two-eighths,
three-eighths, four-eighths, five-eighths, six-eighths, seven-eighths, eighteighths.
I can see that eight-eighths is the same as one. I noticed that when Annie
cut the candy bar into 8 pieces, the pieces got smaller.
When Annie cut the candy bar into four pieces, the pieces were larger.
2 rotations:
Partner work
Independent Work

Exit Ticket