UH COE Lesson Plan Template (Inquiry Lesson)

Name of Teacher Candidate  Manaal Adnan

Lesson Overview
Grade Level 2nd Grade
Estimated Time Needed One Class Period (45 minutes - 1 hour)
Lesson Description Teacher will teach genres and text features.
2.3 Number and operations. The student applies mathematical process
standards to recognize and represent fractional units and communicates
Content Area Standards 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.
Technology Standards N/A
TSWBAT partition objects into equal parts and give its fractional number.
Objectives
TSWBAT represent fractions using manipulatives.

Resources/Materials/Tools 
Half
whole
Terms/Vocabulary halves
fourths
eighths
Projector
Technology Resources
Monitor
Pencils
Laminated cut out puzzle pieces
Other Resources
Manipulatives (Math Link Cubes)
Worksheets

Lesson Procedures 

Good morning class, we have

been talking about fractions for
a few days now.

Teacher will ask who can give

me a definition/a few words of
Engage what fractions mean to you.
(Engage student thinking,
access prior knowledge) Teacher will go over ½ , ¼, ⅛ .

Today we are going to learn

how to represent fractions.
Before we start, I’m going to
put you into groups. I want you
to look at your partners. What
UH COE Lesson Plan Template (Inquiry Lesson)
color are your shirts?
There are worksheets on your
table that you will fill out and
glue in your math notebooks.

There will also be dry erase

boards on each table. Grab a
board and write the fraction
that represents white shirts,
blue shirts, red shirts, etc. If
there are 2 white shirts. You
will write 2 out of 5 people are
wearing white shirts.

Let’s look at everyones boards

and check if we agree as a
class.

Good job class! Let’s go back

to our seats.
Okay class, now I will put you
in groups of 2 or 3 at your
table.
There are a set of puzzle
cards in the middle of your
table. (they have fractions in
number form, fraction of a set,
fraction of a whole, and the
word form). Go ahead and
grab those cards. You will
match 4 pieces to make a
square (show an example).
Explore  I will give you 15 minutes to do
(Collaborative and this.
hands-on)
(Teacher will walk around to
see how students are doing. If
the teacher sees anything
incorrect, she will say why did
you get that answer?, and
follow up with questions to get
them thinking.)

Good job class. I walked

around and saw many of you
remember how to represent
fractions. Let me show you a
UH COE Lesson Plan Template (Inquiry Lesson)
few of the correct answers.
“Now that we have practiced
representing fractions using
numbers. Let’s learn how to
make fractions from fractional
word problems. There are
math link cubes in the middle
of your table also. You will use
these to help you solve the
problems.”
Explain 
(student and teacher
Teacher will pass out a
discourse, teacher
worksheet with fractional word
modeling, vocabulary
problems on them. Teacher
instruction, clarify
will read out problems, explain
misconceptions)
how to solve the problem, and
show students how the math
link cubes can be used to help
solve the problem. Then the
teacher and students will work
together as a class using the
go around cup to answer all
the questions.

Teacher will transition into

workstations with the
workstation call.

Students should know what

station they go to but are to
refer to workstation charts on
the wall to see where they are
going.
Elaborate 
The stations will include:
(Extend or apply the
1. Fraction Matching
learning to a new setting;
Cards
active and collaborative)
2. 2 step word problem
station
3. Technology Station
4. Meet with Ms.
Manaal (​SMALL 
GROUPS​) ​During this
time, the teacher will
pull out small groups
for the students who
need mor practice.
UH COE Lesson Plan Template (Inquiry Lesson)
The teacher will say, alright
students please pack up
whatever you were working on
and return to your desks. I will
now pass out sticky notes. On
this sticky note, I would like
you to answer the two
questions on the board. You
will fold your sticky note into
Evaluate  two halves. On the first half
(Students demonstrate you will write #1 and answer
their understanding. How question 1. On the second half
will you know what they’ve you will write #2 and answer
learned?) question 2.

Question 1: Joey had 10

pencils. He gave 3 of them
away. What fraction of the
pencils did he give away?

Question 2:
Draw an image to represent
¼.

Plans for Differentiated Instruction/Accommodations 

For the children with special needs the teacher will give them more time to work
on activities or help them better understand during workstations. While following
Special Education 
along in the classroom I will make sure to let them know that while I have to
Students 
move on, they can take their time or choose to move forward with me and go
back to the unfinished work during station time.
English Language 
n/a
Learners 
Gifted and Talented  n/a
For students who finish earlier than the others, (In my classroom, we have a
Other:  
few) I will have a finish early table with a few options of what they can do next.

Potential Challenges/Plan B 
If most or several students do not understand this material I will have to find a new way to reteach it but if a few
students don’t grasp the material they need in order to continue on in the unit, then I will make small group
activities for the students to help them.

If the projector does not work that morning, I will write the problem down on the board and will continue to ask the
questions as intended.

Notes and Credits 

UH COE Lesson Plan Template (Inquiry Lesson)
“Good job class and thank you all for participating. Can I get a thumbs up, thumbs down, or thumbs
sideways on how you feel about this lesson? Ok, thank you. I will have (student name) come pick up your
index cards and (student name) come pick up the tablets. While they do this, let’s get ready to move on to
our next subject. “