UH COE Lesson Plan Template (Direct Instruction)
Name of Teacher Candidate  Joselyn Hernandez
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Objectives
Resources/Materials/Tools 
Terms/Vocabulary
Lesson Procedures 
This template is built on the
traditional “Madeline
Hunter” lesson structure.
2nd grade
One 45 minute lesson
During this lesson, students will learn to identify parts of a whole up to
eighths. Students will be able to identify and partition objects into equal
parts including, halves, fourths, and eighths. We will begin by having them
choose how much of a food item they would like to have and then I will
show them how much that really is. I will complete an anchor chart and a
sort with them as a class. Then the students will work in groups to solve the
scenario problems involving fractions and partitioning food into equal parts.
The assessment will involve having the students fold a sticky note into
halves, fourths and eighths.
(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;
(D) identify examples and nonexamples of halves, fourths, and
eighths.
Students will be able to:
- Partition objects into equal parts
- Sort out examples of equal parts and non examples
- Identify equal parts by name
Part
Whole
Fraction
Half
Fourth
Eighth
Equal
Equivalent
A step-by-step description of the
scope and sequence of lesson
Describe how each stage of Cite specifically what
activities, with estimated time on task
the lesson will be managed, resources for this activity
noted in parentheses for each step.
including role of teacher and will be used, and describe
In other words, completely describe
learners (who is doing what in detail how they will be
the flow of the lesson-the content to
be presented, and the strategies to
at each point), location (e.g., used.
classroom, computer lab, Note who will be using the
be used. Include actual words you
outside), and any special tool and in what ways. Note
will use and questions you will ask
considerations, such as for any safety considerations
students. Consider items such as:
differentiated instruction. needed.
parts of the lesson that might be
difficult, and how you will know
UH COE Lesson Plan Template (Direct Instruction)
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Before dismissing for
specials, students will
be presented with the
questions and they are
to write their name and
answer on a sticky
note.

Upon their arrival, they

will come in and sit on
the rug. I will call the
students that chose ⅛ Students will not have
and have them stand any resources yet at
up. I will show them this point in the
Ask students how much of a
what ⅛ of the food item lesson.
food item they would like to
Focus/Anticipatory Set would be. Next I will do
have. Options being: one
(motivational hook) that with each fraction. Teacher will be using
eighth, one half or one fourth?
representations of the
Guiding Questions: fractions to present to
- Which fraction the students on the
gave you the board.
largest piece?
- What happens
as the amount
of pieces you
split the object
into increases?
- What happens
to each slice
when you have
to share with
more people?
I will start out by
explaining to students
Anchor chart on what fractions
what fractions are. We For this, I will be
Content-input  and fractional parts are.
will discuss the “rules” making the anchor
(Could include content
for parts of a whole to chart.
outline, presentation, Magnets on board to sort out
be considered fractions I will be making the
questioning, modeling, halves, fourths and eighths.
(must be SAME SIZE magnetic pieces for
examples) Examples and nonexamples
parts, partitioned the sort as well.
sorted on a table.
equally)
UH COE Lesson Plan Template (Direct Instruction)
Each group gets three
different “food objects” they
are to work together to
partition it according to the
Guided Practice  scenario and partition
story problem they have.
(identify students who
Students will also write what
failed to master lesson
part of the WHOLE each
objectives.)
person would get.
Laminated items and dry
erase marker on food item.
Independent Practice  This resource is a
Students will complete task
(reteaching and
cards around the room
enrichment)
We will come back to the rug
and discuss the importance of
fractions.
Closure  Guiding Questions:
- Why is it important to
know fractions?
- When could we use
fractions in our lives?
Once we discuss what
they are, we will do a
sort as a class. The
students will decide
whether an object is
partitioned correctly or
not.
Teacher will group
students by tables.
Students will be
working as a table Teacher made
group to read each materials.
the item into the parts Each group will have
indicated. three laminated food
items as well as story
Teacher will be problems to go with
monitoring and asking them.
the groups guiding
questions to check for
understanding.
Students will complete
this at their desks.
Teacher will be
monitoring and
handout that I will be
reteaching to the
making.
students that do not
fully understand the
concept yet.
The students will be on
the rug. We will be
having a discussion
N/A
and students will be
sharing their ideas on
what fractions are.
UH COE Lesson Plan Template (Direct Instruction)
- How will knowing
fractions help you?
- What is one thing you
learned that surprised
you?

Plans for Differentiated Instruction/Accomodations 

For my ELL students I will use visual representations. I will have a
English Language 
representation for every fraction that we discuss. Students will be able to relate
Learners 
the fraction to a representation.
I am incorporating scenarios where the students will have to use their critical
thinking skills to solve them. I will include questions such as: ​Lisa and her 3 
friends want to share a pizza. How can they divide the pizza so everyone 
Gifted and Talented 
gets an equal slice? What is the fraction that each friend will get called? 
Students will not only have to partition the object, but will have to read the
problem carefully and realize that there are 4 friends in total.

Potential Challenges/Plan B 
If they are still not grasping the concept of fractions, plan b would be to have everyone come back to the rug and I
will work the scenarios with the students. I will show them how we are partitioning each item and then have them
complete the sort on their own if I feel they have grasped the concept.

Assessment 
Formative Assessment: During the lesson, I will call on students to categorize items into examples and
nonexamples using randomization. I will pull sticks and have volunteers and non volunteers come up.
Also, during group work, I will go around and ask the students questions to check for understanding. I
Summative Assessment: Students will get three sticky notes. As an exit ticket, they will have to partition the
each note into one half, one fourth and one eighth and label it.