TWS Geometry and Fractions Final

TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
1
Unit: Fractions
Lesson 1: Same Size, Same Shape
_____________________________________________________________________
Content Area- Math

Alabama Course of Study Objective: 8.) Describe attributes of two-dimensional
(plane) geometric shapes, including quadrilaterals, pentagons, hexagons, heptagons,
and octagons.
• Explaining how shapes are alike and different
Date: Wednesday, 2/16/11
Learning Objectives:
Students will identify figures that are the same size and the same shape.
Students will create figures that are the same size and the same shape.
Materials/Resources/Technology Needed:
Card stock printed images (with magnetic backs) of Pop Tarts (big and small). Pizza
pieces (big and small), circles, squares, rectangles, and triangles
Magnetic Whiteboard
Smartboard for workbook page discussion
Scott Foresman Mathematics Workbook pgs 169-170
Prior knowledge:
Terms - Same and different
Card stock images of 2 PopTarts (one larger than other) and of two pieces of pizza (one
larger than the other) with magnetic backing to put on magnetic whiteboard
Plane shapes – card stock 2 squares, 2 circles, 2 rectangles, 2 triangles that are the
same size (optimum to have some of differing color).
Geoboard experience for workbook activity
Introduction:
Teacher will gather students in front of Smartboard and call student likely to react to the
presentation of unequal portions of fun foods, to the front. Whisper (loud whisper so all
can hear) to the student you have some goodies just for the two of you. Teacher will
state and exaggerate and go on and on about the fact that she brought 2 treats just for
them. Then say, “Here is yours (small one and place on board) and here (bigger one
and place on board) is mine.” Chosen student and class should react to the marked
difference in portion. Teacher should act shocked they are not happy and state that she
brought one for them and one for her, what’s with the frown? Let student explain that
his/her Pop Tart is much smaller. Teacher must respond, “Oh, so they are not the same
size, so they are unequal.” Repeat this with the pizza pieces and another student
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
2
guiding the conversation along same line and concluding with the same statement, “Oh,
so they are not the same size, so they are unequal.”
Activity:
Explain that in order for two shapes to match, they must be the same shape and the
same size. Hold up two different-sized squares. Have children compare and contrast
them. Ask children to tell if the squares match. Lead children to conclude that the
shapes do not match because they are not the same size. Repeat with different pairs of
shapes.
Teacher will then continue with comparing card stock images of plane shapes and
guiding conversation to same shape and same size.
Ensure that students handle these shapes and conclude each comparison with the
placement of each shape over the other to verify size and shape are the same. For
example: using two triangles – 1 purple and 1 green, place one over the top of the
other showing the same size and same shape, although different color. Then place one
of those triangle on top of another triangle of bigger size to show same shape, but
different size.
Teacher will guide students as they complete pages 169-170
Assessment:
Teacher observation of workbook answers, student answers, questions and comments
during lesson time.
Conclusion:
Two shapes can have the same shape and the same size even if they do not share the
same orientation. Teacher will ask, “Did you know there is geometry skills involved in
giving equal sized pizza pieces, or pop tarts or pie or …. ?”.
Modifications: no modifications required for students
Integration:
Grammar Skill: Comparative language - describing and comparing shapes.
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
3
Unit: Geometry and Fractions

Lesson 2: Symmetry
_____________________________________________________________________
Content Area- Math

Alabama Course of Study Objective: 9.) Identify three-dimensional (solid) geometric
figures, including cubes, spheres, cones, cylinders, and rectangular prisms.
• Recognizing real-life examples of line symmetry
Example: recognizing a line of symmetry in a piece of folded paper
Date: Thursday, 2/17/11
1.) Students will identify objects that show symmetry.
2.) Students will draw a line of symmetry
3.) Students will know that a line of symmetry divides a plane shape into equal parts
that are the same shape and same size.
4.) Students will identify shapes that shapes can have more than one line of
symmetry.
Card stack large plane shapes: square, rectangle, circle, triangle, heart
Smartboard for guided practice
Scott Foresman Mathematics workbook pages 171-172
Prior knowledge:
Two shapes are equal/same/match if they are the same shape and the same size.
Two shapes are congruent if they fit exactly on top of one other.
Introduction:
Teacher will gather students in front of Smartboard and present problem: She needed a
Valentine card and wanted to give one as pretty as the ones she received. Each time
she tried, the hearts were not as she hoped, showing several examples of hearts with
one side larger than the other.
Teacher will then talk the students through her process of figuring out (and
demonstrating) that if she folded a sheet of paper and cut one side of the heart, starting
from the fold line, that she was able to make a beautiful heart with two equal
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
4
sides/parts. Teacher shows heart with equal sides and folds it again showing the fold
line and stating that line was important in creating two equal sides/ parts.
Then teacher will use other card stock shapes folding them to makes and show equal
parts/ side emphasizing the two sides as having the same shape and same size.
At each opportunity, have student complete the statement, “The parts are symmetrical if
they are the same ________ and same ___________ (shape, size)”.
Return to the heart: demonstrate on the heart with the line of symmetry again except
fold it horizontally revealing two unequal parts. Discuss some shapes have only one
line of symmetry.
Continue to demonstrate that not all shapes can be considered symmetrical. A good
visual here are triangles. Use one equilateral triangle (symmetrical) and a scalene
triangle (asymmetrical).
Activity:
Pass the folded card stock shapes to student tables so students can fold and unfold
along the established fold line. Remind students as that they manipulate the shapes
that the fold line that creates equal sides is the line of symmetry.
Teacher will visit each table ensuring student conversations reveal accurate
interpretation of concept.
Teacher will guide students through the completion of workbook pages 171 – 172.
Assessment:
Teacher observation of workbook answers, student answers, questions and comments
during lesson time.
Conclusion:
Teacher will ask students to practice cutting hearts for their moms, or other shapes on
folded paper to create symmetrical shapes.
Integration:
Handwriting: identifying letters that are symmetrical - m, w
Current Reading Unit – I’m a Caterpillar (butterfly): Butterflies are symmetrical
Grammar Skill Comparatives Language er, est – describing and comparing shapes.
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
5
Unit: Fractions
Lesson 3: Slides, Flips and Turns
_____________________________________________________________________
Content Area- Math

Alabama Course of Study Objective: .) 8. Describe attributes of two-dimensional
(plane) geometric shapes, including quadrilaterals, pentagons, hexagons, heptagons,
and octagons.
• Explaining how shapes are alike and different
• Recognizing shapes from different perspectives and orientations
Date: Friday, 2/18/11
Students will perform a slide, flip, or turn on an object.

Students will identify the resulting position.
Fish puzzle pieces (9 foam pieces w/ magnetic backing of fish that interlock in several
ways, but not obvious to eye, must turn and slide pieces on whiteboard.)
Tangram (magnetic) pieces to construct fish
Card stock images of shapes featured in workbook problems for manipulation
Prior knowledge:
Plane shapes terminology and knowledge of triangles, trapezoids, hexagon

Knowledge of a flip, a turn and a slide move.
Introduction:
Teacher will gather students in front of smaller whiteboard.

Magnetic fish pieces and tangram pieces will be on board toward the outer edge.
Teacher will state that she loves to do puzzles and ask “Did you know there is geometry
skills involved in puzzles?”.
State that now we are going to apply those same actions to help work our workbook
pages.
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
6
Activity:
Teacher will model manipulating the magnetic puzzle pieces using slides, turn and flips
to maneuver the puzzle pieces to positions to be used in puzzle. Teacher will talk out
loud while positioning puzzle piece, using phrases such as, “Perhaps if I turn the piece
this way…”, or “If I slide the piece down and over…”. Teacher will emphasize that the
shape of the pieces remain the same, the piece is merely oriented differently. This is
especially important with shapes other than the circle or square, such as the triangle.
Teacher will guide students as they complete pages 173- 174.
Assessment: Teacher observation of workbook answers, student answers, questions

and comments during lesson time.
Conclusion: Have students share what they learned about their figures and flips,
slides, and turns.
Integration:
Problem solving
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
7
Unit: Fractions
Lesson 4: Equal Parts
_____________________________________________________________________
Content Area- Math

Alabama Course of Study Objective: 5.) Identify parts of a whole with two, three, or
four equal parts
Date: Tuesday, 2/22/11
Students will recognize equal parts as same shape and same size.
Students will recognize equal and unequal parts.
Student will determine number of equal shapes in a whole.
Pizza pictures used in Lesson 1, Same Size, Same Shape
Lollipop and Pizza images printed on card stock as whole, equal and unequal parts
Construction paper folded in even sections and uneven sections (1 sheet per student)
Scott Foresman Mathematics Workbook pgs
Prior knowledge:
Teacher will activate background knowledge through the development of recalling a
time when the student had to share a special treat – like a large lollipop, and to share it
meant dividing equal sized pieces.
Introduction:
Teacher will gather students in front of Smartboard and place the magnetic image of a
pretty lollipop and yummy pizza on whiteboard. Teacher will call student to Smartboard
and inform them they are lucky, because we have this pretty lollipop and pizza.
Teacher will say, “We get to share these treats. So I will cut them so we both get an
equal amount.” Teacher will swap lollipop image to two images (halves), one clearly
larger and declare that large one as hers. Teacher will repeat with Pizza.
Children will react to small amount left for them and large portion for teacher. Teacher
will replace with two even parts and discuss equal parts, emphasizing SAME SHAPE
SAME SIZE.
Teacher will ask the student to be seated and replace the lollipop and pizza images of
two even parts and replace them with a lolli-pop of three equal pieces and a pizza of
four equal pieces. Teacher will discuss and develop the equal pieces as parts of a
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
8
whole and supply the visual image of all the pieces fitting back to the same size as the
whole.
Activity:
Teacher will distribute folded sheet of construction paper to students still seated in front
of Smartboard at their seats. Some students will have a sheet folded into two equal
parts, some into three equal parts and some into four equal parts. Teacher will ask
students to observe paper, thinking about if it is folded to equal parts and how many
parts.
Teacher will provide one minute, then poll students. “If you have one sheet that has
been folded into two equal parts, raise your hand.” Teacher will repeat for three equal
parts and four equal parts, addressing any misconceptions.
Teacher will guide students as they complete workbook ages 181-182.

Conclusion: Teacher will begin several statements that highlight sections of the
minilesson. Such as “We knew the lollipop piece were equal because, the piece were
the ________________ (students will chant) … “SAME SHAPE and the SAME SIZE”.
Integration:
Problem solving
Grammar Skill Comparatives Language er, est – describing and comparing shapes.
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
9
Unit: Fractions
Lesson 5: Halves
_____________________________________________________________________
Content Area- Math

four equal parts
Learning Objectives: : SW identify and show halves of a whole.
White boards and markers
Pizza Boxes from local vendor with construction paper pizzas cut in to thirds or fourths
Prior knowledge:
Teacher will activate background knowledge through the sharing of lollipop examples
and the equal parts which meant the parts were the same shape and same size.
Teacher will also reviewing symmetry and the line of symmetry which results in the
shape having equal halves.
Introduction:
Teacher will gather students in front of Smartboard
Teacher will introduce vocabulary throughout this introduction.

Whole Fraction Halves one half 1/2
Teacher will hold the whole apple of the apple fractions and develop whole – no parts –
whole.
Teacher will pick up the halved apple, separate the pieces and ask students to develop
the two pieces based on what they know from the equal parts lesson.
Teacher will ensure their observations include: “2 equal parts” and
then ensure that the 2 equal parts are further defined as “SAME
SHAPE AND SAME SIZE”.
“When a shape is divided into 2 equal parts, we call the parts halves”.
Each part is “one half” of the whole…
Teacher will write the notation for ½.

TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
10
The bottom number in the fraction tells the number of equal parts and the top number
refers to one part.
What does the bottom number tell us? (How many equal parts there are) the top
number? (How many parts we are talking about)
Activity:
Teacher will quickly match students in sets of two (usually the student next to them)
Adjust student pairing to ensure each set has a student likely ensure successful
interpretation of pizza box fraction activity.
Teacher will pass out pizza boxes containing a pizza on a plate. Each box contains a
pizza either cut into two equal parts or is whole.
The teacher will instruct the students to open their box, observe pizza and record on
their whiteboards the fraction word halves or write whole if their pizza is whole.
The teacher will observe student whiteboards and pizza boxes.
Teacher will collect pizza boxes and instruct students to return to their tables.
Teacher will guide students as they complete pages 183-184.
Assessment:
Teacher will check the fraction expression of 1/3 or 1/4 on the students’ whiteboards
and their answers as the class completes the work book pages.
Conclusion:
Teacher will also ask question to reiterate important lesson information contained in the
introduction:
What does the bottom number tell us? (How many equal parts there are)
the top number? (How many parts we are talking about)
½ means there are how many equal parts? ____

TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
11
As students are putting their completed workbook page in their keep at home pocket of
their Bear folders, ask them if their folders have a line of symmetry? And ask how many
EQUAL parts their notebooks have? Students will see a line of symmetry and that the
folder shows halves. Teacher will say as the floders are being put away, “See, there is
math all around you. At home later today, look for other items that are divided into
halves.
Integration:
Handwriting
Time – telling reading time to the half hour
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
12
Unit: Fractions
Lesson 6: Thirds and Fourths
________________________________________________________________
Content Area- Math

four equal parts
Learning Objectives: Students will identify and show one third or one fourth of a
region.
Magnetic vocabulary terms on printed on cardstock for review and introduction
Magnetic lollipop parts to illustrate 3 and 4 pieces of lollipop
Pizza Boxes from local vendor with construction paper pizzas cut in to thirds or fourths
Scott Foresman Mathematics Workbook pages
Prior knowledge:
Teacher will activate background knowledge through the development of vocabulary
terms. To do this teacher will place the term, a visual example and a physical example
of three fractions covered to date and the concepts that fractions are part of that
concept.
Teacher will ask the students to remember the lollipop I shared the previous day and
that it had 2 equal parts, or halves (placing the two halves over the whole lollipop to
show makes one whole).
Introduction: Teacher will gather students in front of Smartboard. Teacher will activate
background knowledge through the development of previous vocabulary terms: fraction,
whole, and halves. To do this teacher will place the term, a visual example and a
physical example of three factions covered to date and the concepts that fractions are
part of that concept.
Teacher will introduce new vocabulary throughout this introduction.

Third one third 1/3 fourths one forth 1/4
Teacher will hold the whole apple of the apple fractions and develop whole – no parts –
whole.
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
13
Teacher will pick up the apples cut into thirds and fourths, separate the pieces and ask
students to develop the pieces based on what they know from the equal parts lesson.
Teacher will ensure their observations include: “3 equal parts”, “4
equal parts” and then ensure that the 3 or 4 equal parts are further
defined as “SAME SHAPE AND SAME SIZE”.
“When a shape is divided into 3 equal parts, we call the parts thirds”.
Each part is “one third” of the whole…
Repeat for fourths
Teacher will write the notation for 1/3 and 1/4. Teacher will emphasize the following as
she is saying it
The bottom number in the fraction tells the number of equal parts and the top number
refers to one part.
What does the bottom number tell us? How many equal parts there are? What does the
top number tell us? How many parts we are talking about?
Activity:
Teacher will quickly match students in sets of two (usually the student next to them)
Adjust student pairing to ensure each set has a student likely to ensure successful
interpretation of pizza box fraction activity).
Teacher will pass out pizza boxes containing two pizzas on paper plates. Each pizza
has been cut into three or four parts. Some boxes feature pizzas cut into thirds as the
top pizza and some will have pizzas cut into fourths as the top pizza.
The teacher will instruct the students to open their box, observe pizza on the top plate
and record on their whiteboards the fraction expression of 1/3 or 1/4.
The teacher will now instruct the students to lift the top plate from their box, observe the
number of pieces and record the fraction expression of 1/3 or 1/4.
Teacher will collect pizza boxes and instruct students to return to their tables.

TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
14
Assessment:
The teacher will observe students’ whiteboards and their answers on the workbook
pages.
Conclusion:
Teacher will ask questions to reiterate important lesson information contained in the
introduction:
If my pizza is cut into 3 equal pieces, I can say my pizza is cut into thirds and to
writes one third, what is my bottom number? three
But if my pizza is cut into 4 equal pieces, I can say my pizza is cut into fourths and to
writes one third, what is my bottom number? four
Integration:
Handwriting
Time – telling reading time to the half hour
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
15
Unit: Fractions
Lesson 7: Fractions of a Set
_____________________________________________________________________
Content Area- Math

four equal parts
Date: Friday, 2/25/11
SW identify and show one half, one third, or one fourth of a group of two, three, or four
objects, respectively.
Props: ½, 1/3, ¼ fraction expressions on magnetic cards
Sets – on card stock pictures of two, three and four item sets (toy cars, smiley faces,
robots, etc. Example of set .
Magnetic vocabulary terms on are printed on cardstock for review and introduction

Prior knowledge:
of three factions covered to date and the concepts that fractions are part of that
concept.
Introduction:
Teacher will gather students in front of small white magnetic board near calendar/carpet
area and activate background knowledge after a lesson hook involving even parts of the
big swirly lollipop and dividing it into equal parts.
Teacher will place on magnetic whiteboard picture sets. The sets feature two to four
similar objects. For example; two smiley faces (one smiling, one frowning), three hats
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
16
(one Uncle Sam hat and two birthday party hats), four toy cars (three blue and one
yellow). With the placement of each picture, the teacher will ask: “What fraction of this
set is (or is not) _____ . Questions are phrased to elicit the fractional answers ½, 1/3 or
¼.
IMPORTANT: Teacher will say, “One out of ______ the 4 cars is yellow”. Or applicable
specifics to the set.
During this time as students answer, build grand conversation between them. Teacher
will provide the stem. For example: Riley answers question, teacher says, “Jordan talk
to Riley about his answer, start with, “Riley, I heard you say 1/3. And I agree or
disagree, because I…”.
Activity:
Teacher will walk through students and place in a student’s hand 4 spiral pastas, 1
yellow? Teacher will ask fraction of the set is yellow? – ¼. Teacher will continue with
item/s such as erases, birthday cake candles. What fraction of the birthday candles is
blue ?

Conclusion: Teacher will ask for choral response to these questions:

When working with a set, the bottom number of the fractional expression is equal to
_the number of items in the set. Just like when working with a shape (like a circle or
square) the bottom number is equal to the number of equal parts .
Integration:
Grammar comparative language
Personal skills- communication and respect
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
17
Unit: Fractions
Lesson 8: Non Unit Fractions
_____________________________________________________________________
Content Area- Math

four equal parts
Date: Monday, 2/28/11
Learning Objectives: Students will identify and show non- unit fractions of a region or
set.
Teacher made word document for Smartboard presentation for mini-lesson
Scott Foresman Mathematics Workbook pgs189-190
Scott Foresman Mathematics Workbook pdf files for review from TE page 185 and 187
Prior knowledge:
of three factions covered to date and the concepts that fractions are part of that concept
to include parts of a whole and parts of a set.
Introduction:
Teacher will gather students in front of Smartboard and after activating background
knowledge, teacher show Teacher made word document for Smartboard presentation.
This provides shapes for the parts of a whole concept and objects in a set for mini-
lesson.
Teacher will model then have students shade parts of shape or set first to show the
concepts previously taught -1 part of ___ is shaded or 1outof the set of ___. Then
teacher will develop concept of shading more than one area of the shape or set.
Activity:
Teacher will call students to Smartboard to do the shading and teacher will ask the
students a methodical set of questions to elicit consistent answers.
Count parts IN SET
Shade one
Write fraction
Shade another
Write fraction
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
18

Conclusion: Teacher will ask for choral response to the steps she taught and
reinforced throughout lesson. Teacher provides the stem: In Fractions… the bottom
number is always equal to the total parts. The top number is the number the problem is
asking about??
How do I write fractions? First, I count the number in the set or shape and I write it
under the line.
Next, I count the number of parts the problem ask about and write it above the line.
Integration:
Social Studies – Economics Traylor Thumbs Up Awards to put in place holder on

savings card. There are four slots per line and the student s will count the rewards on
their card and say they have 2 out of 4 award slots filled.
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
19
Unit: Fractions
Lesson 9: Fun Fraction Day and Review
_____________________________________________________________________
Content Area- Math

four equal parts
Learning Objectives: Students will review and apply all fraction concepts – equal
parts, symmetry, parts of a whole, non-unit fractions and fraction expression.
Fraction Fun Game on line Hartcourt
http://www.harcourtschool.com/activity/cross_the_river/
3x5 card with fractions with ½, 1/3 or ¼ written on them
Pizza Boxes and pieces
Pizza Order Forms
Bowls
Multi colored pasta
Pasta Menus
Checkered table cloth
Prior knowledge:
Fractions – ½, 1/3, ¼, equal parts, fractions of a set, non unit fractions
Introduction: Teacher will inform students that today is fraction fun day! Fraction fun
day will have 3 fun events.
1.) Online Fraction Game Cross the River
2.) Traylor’s Pizzaria - Make three pizzas from phoned in orders
3.) If You Make a Porcupine Some Pasta
Activity:
For activity 2 and 3, students will work in groups of two. Teacher will pair students at
tables before calendar time. All teams will be paired so they have a member likely to
achieve desired outcome of the activity.
1.) Teacher will begin Online Fraction Game, Cross the River, by distributing a set of
3x5 cards to each student. The cards will contain ½, 1/3 and ¼ on them.
Teacher will have all student facing the front to minimize noticing which card
TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
20
classmates raise. Teacher will activate game on Smartboard students holding up
correct answer receive a ½ Traylor Thumbs UP Reward (see Social Studies
integration). Teacher will end game after two to three rounds (approx 8 minutes).
2.) Teacher will distribute pizza boxes and phoned in order forms. Students working
in two’s must construct the pizzas according to the order form. Teacher will
recognize correct pasta bowls with ½ Traylor Thumbs UP Rewards. For
Example:
Traylor’s
Thumbs Up Pizza Order
¼ Mushroom
¼ Green pepper
½ Pepperoni
3.) Teacher will distribute bowls and pasta and phoned in order forms for
If You Make a Porcupine Some Pasta. Students working in twos will prepare a
pasta bowl according to the phoned in order form. Teacher will recognize correct
pasta bowls with ½ Traylor Thumbs UP Rewards. Activity Example:
Prepare Porcupine’s Pasta
3 red pastas
1 yellow pasta
What fraction of the pasta is yellow?
If You Make a Porcupine Some Pasta, he is going to want you to write the fraction here: ____
Assessment: Teacher observation of activity responses
Conclusion: Teacher will thank students for participating in Fraction Fun and ask them
to think fractions before the assessment tomorrow.
Integration: Social Studies Unit of Goods and Services

TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
21
Unit: Fractions
Lesson 10: Assessment
_____________________________________________________________________
Content Area- Math

four equal parts
Learning Objectives: Unit test
Materials/Resources/Technology Needed: none post - assessment
Prior knowledge:
Fraction concepts taught during the last 2 weeks.
Introduction: not applicable
Activity: Post unit test as found in Scott Foresman, Mathematics, Grade 1, Chapter
Five Geometry and Fractions pg. 195 and Scott Forseman Assessment Sourcebook, pg
116.
See next pages for test.
Assessment:
This was the unit assessment. Scores from this assessment will be compared to
pretest scores.
Conclusion: not applicable
Modifications: re- reading directions for Kristianana.
Integration: not applicable

TWS by Cathy Taylor
2/28/11
Unit: Fractions
Grade: First
22
Important Components
Additional lesson components as required in Section D of the TWS.
1. Activities that fit different learning styles and cultures:

 Lessons 5, 6 and 7 contain kinesthetic learning opportunities through the use
of manipulatives - pizza boxes, pizza pieces and pasta pieces.
2. Educational resources and curriculum materials appropriate for students with

diverse backgrounds and reading skills:
 Lessons – All lessons will be taught with the knowledge that Kason,
Kristianna, Tucker, Kelvin, Hanna require additional observation and possible
additional help reading and interpreting instructions.
3. Variety of current materials:

 Lessons – All lessons feature the use of Smartboard and lesson 9
incorporates an online learning game.
4. Appropriate use of instructional technology:

 Lessons – All lessons feature the use of Smartboard and lesson 9
incorporates an online learning game.
5. Variety of student groupings

 Lessons 5, 6, 7and 9 contain activities with student teams as facilitated by
teacher.
6. Modification of instruction and accommodation for special education students

 Lessons do not require modification for these students.
7. Motivational strategies to increase learning

 Lesson 9 provide opportunities for students to earn Traylor Thumbs Up
Rewards to be utilized during the Social Studies Goods and Services Lessons
conclusion.
8. Description of organized learning environment that uses time and space

effectively and that encourages student responsibility and independence by using
appropriate behavior management techniques to foster success:
 All lessons are conducted from two places in the school room to assist in
attention focus.
 Students exhibiting disruptive behavior place their student number on the
board in accordance with classroom rules.

TWS Geometry and Fractions Final

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TWS Geometry and Fractions Final

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TWS by Cathy Taylor

Content Area- Math

• Explaining how shapes are alike and different

Date: Wednesday, 2/16/11

Teacher will guide students as they complete pages 169-170

Modifications: no modifications required for students

Unit: Geometry and Fractions

Content Area- Math

• Recognizing real-life examples of line symmetry

Example: recognizing a line of symmetry in a piece of folded paper

Date: Thursday, 2/17/11

Modifications: no modifications required for students

Content Area- Math

• Explaining how shapes are alike and different

• Recognizing shapes from different perspectives and orientations

Date: Friday, 2/18/11

Students will perform a slide, flip, or turn on an object.

Plane shapes terminology and knowledge of triangles, trapezoids, hexagon

Teacher will gather students in front of smaller whiteboard.

Teacher will guide students as they complete pages 173- 174.

Assessment: Teacher observation of workbook answers, student answers, questions

Modifications: no modifications required for students

Content Area- Math

Date: Tuesday, 2/22/11

Teacher will guide students as they complete workbook ages 181-182.

Assessment: Teacher observation of workbook answers, student answers, questions

Modifications: no modifications required for students

Content Area- Math

Date: Wednesday, 2/23/11

Learning Objectives: : SW identify and show halves of a whole.

Teacher will introduce vocabulary throughout this introduction.

Teacher will write the notation for ½.

The teacher will observe student whiteboards and pizza boxes.

Teacher will guide students as they complete pages 183-184.

½ means there are how many equal parts? ____

Modifications: no modifications required for students

Content Area- Math

Date: Thursday, 2/24/11

Teacher will introduce new vocabulary throughout this introduction.

Repeat for fourths

The teacher will observe student whiteboards and pizza boxes.

The teacher will observe student whiteboards and pizza boxes.

Teacher will guide students as they complete pages 185-186.

Teacher will guide students as they complete pages 183-184

Modifications: no modifications required for students

Content Area- Math

Date: Friday, 2/25/11

Smartboard for workbook page discussion

Teacher will guide students as they complete pages 187-188.

Assessment: Teacher observation of workbook answers, student answers, questions

Conclusion: Teacher will ask for choral response to these questions:

Modifications: no modifications required for students

Content Area- Math

Date: Monday, 2/28/11

Assessment: Teacher observation of workbook answers, student answers, questions

Modifications: no modifications required for students

Social Studies – Economics Traylor Thumbs Up Awards to put in place holder on

Content Area- Math

Date: Wednesday, 3/2/11

Prepare Porcupine’s Pasta

What fraction of the pasta is yellow?

Assessment: Teacher observation of activity responses

Modifications: no modifications required for students