Primary Activity 2

Topic/Title of Lesson: Equal Parts of ONE

Focused Domain: Cognitive
2
ND
grade Mathematics

Goal: Demonstrate and apply a knowledge and sense of numbers, including numeration
and operations (addition, subtraction, multiplication, division), patterns, ratios and
proportions.

Objective:
Students will review basic fraction concepts
-Students will solve multiplication and division number stories
Procedure:
1. Start with Mental Math and Reflexes.
2. I will pass out 12 squares of paper to each student.
3. I will ask each student to fold one of their squares into 2 equal parts. I will ask if there is
more than one way to do this? (In half and diagonally)
4. I will now have the students fold another square into four equal parts. I will ask them
if there is another way to fold the square into four equal parts, if so, fold the other squares
as many ways that you can in four parts. (4 squares, horizontally, diagonally)
5. I will then ask the students to fold another square into 8 equal parts. I will ask them to
do this in as many different ways as you can (using a new square for each one).
6. I will ask the students to share their work with the rest of the class.
7. I will now ask the students to sort their squares into piles according to the number of
equal parts squared showing two equal parts, four equal parts, eight equal parts.
8. I will ask the students to take the square that they folded into two equal parts and color
one of the parts.
9. Students, if you think of the square as representing ONE (the whole), then each part
is half of one. The fraction ! names one of the parts. I will write ! on the white board.
I will emphasize that the parts must be equal.
10. I will have them do the same thing for each square color one part of the square fold-
in fourths and eighths. I will ask them to name what part is colored and what part is left
uncolored. I will write the fractions on the white board. I will ask them to take another
square folded in fourths and color three of the parts. I will ask them. What fraction
names that part. I will write " on the white board. I will ask what part is left uncolored ?
#.
11. I will continue to do this with different fractions such as 1/8, 2/8, 3/8 etc.
12. As I am writing the fractions on the white board, I will mention the following: The
number under the fraction bar is called the denominator. What does the Denominator of
" tell you? (The whole is divided into 4 parts) I will emphasize again that the parts
must be equal.
13. Students, the number above the fraction bar is called the numerator. What does the
numerator of " tell you? (We are thinking about 3 equal parts)
14. Independent Practice: Students will work on pgs. 188, 189, and 190 in Math




Journal.

Advanced Preparation:

List Materials: Text: Everyday Mathematics Student Math Journal, White board, 204 8
by 8 paper squares, crayons

Developmental benefits: Students will Demonstrate and apply a knowledge and sense of
numbers, including numeration and operations (addition, Subtraction, multiplication,
division), patterns, ratios and proportions. Identify and model fractions using concrete
materials and pictorial representations. Solve one- and two-step problems with whole
numbers using addition, subtraction, multiplication and division.