Lizzie McDonald & Amy Penshorn

Hershey Bar Fractions

TEKS (2
nd
grade Math)
(3) Number and operations. The student applies mathematical process standards to recognize
and represent fractional units and communicates how they are used to name parts of a whole.
The student is expected to:
(A) partition objects into equal parts and name the parts, including halves, fourths, and
eighths, using words;
(B) 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;
(C) use concrete models to count fractional parts beyond one whole using words and
recognize how many parts it takes to equal one whole; and

Objectives
The student will identify and generate fractions by choosing the correct representation
when given a fraction value and shading the correct area when given visual representations of
fractions
The student will use manipulatives to represent fractions
The student will develop mathematical vocabulary pertaining to factions including the
words numerator and denominator.

Process
1. State the objective: We will be working with fractions today and that a fraction is
simply a part of a whole.
2. Read the Hersheys Chocolate Bar Fraction Book
3. Guide student through activities and questions in the book. Use a Hershey bar as a
manipulative for student to work through problems in the book.
4. Reinforce the terms numerator and denominator. Explain that the numerator is the
number of parts that are shaded and the denominator is the total number of equal
parts.
5. Assess student learning as the problems in the book are worked through. Makes sure
student has concepts before moving on. (summative assessments)
6. To wrap up lesson, remind student how fractions are commonly used and places they
are often seen.
7. To assess student learning. Give student worksheet asking them to find the value of
the depicted fraction in part one and then shade the appropriate value in part two.
(summative assessment)