Molloy University

Division of Education

Student Gina Scalia Professor Esposito

Course EDU 5230 03 Date October 5, 2022

Grade Second Topic Halves, Thirds, and Fourths of a Whole Content Area Math

Overview of Lessons

Lesson Number NYS Standard ISTE Student Standard

NY-2.G.3
Partition circles and rectangles into
two, three, or four equal shares.
Describe the shares using the words
halves, thirds, half of, a third of, etc.
1.4 Innovative Designer
1 Describe the whole as two halves, 1.5 Computational Thinker
three thirds, four fourths. Recognize
that equal shares of identical wholes
need not have the same shape.
NY-2.G.1
Classify two-dimensional figures as
polygons or non-polygons.

NY-2.G.3
Partition circles and rectangles into
two, three, or four equal shares.
Describe the shares using the words
2 halves, thirds, half of, a third of, etc.
1.4 Innovative Designer
Describe the whole as two halves,
three thirds, four fourths. Recognize
that equal shares of identical wholes
need not have the same shape.

NY-2.G.3
Partition circles and rectangles into
two, three, or four equal shares. 1.1 Empowered Learner
Describe the shares using the words
3 halves, thirds, half of, a third of, etc.
1.3 Knowledge Constructor
Describe the whole as two halves, 1.4 Innovative Designer
three thirds, four fourths. Recognize
that equal shares of identical wholes
need not have the same shape.
Lesson 1

Motivation / Engagement: Students will each be given a bag with four different pattern blocks,

which they will place on a template called Name That Polygon. This template will have four

spaces with labels for each shape (parallelogram, trapezoid, triangle, and square). Students will

be expected to place their pattern blocks in the space it belongs on the worksheet. Once students

have put all their shapes on the sheet, they will Turn and Talk with their partners and check each

other’s work. The teacher will walk around and look at each student’s paper while students place

the shapes and discuss them with their partners.

Objective: After a hands-on activity of identifying polygons in a tangram, students will apply

their newly learned knowledge to complete the six-question Polygons and Tangrams Virtual

Worksheet, answering at least 4 out of 6 problems correctly.

Activity: Students will complete a digital worksheet on their Chromebooks (technological tool),

answering at least 4 out of 6 problems correctly. Completing the activity using Chromebooks

will expand and reinforce learners' knowledge and proficiency in using interactive technology.

Assessment:

● Informal: Teacher will observe student responses to class questions and circulate as the

students’ Turn and Talk discussions occur.

● Formal: Each student will complete the six-question Polygons Digital Worksheet on their

Chromebook, answering at least 4 out of 6 problems correctly.

Technology:

The Smartboard will be used in this lesson to model the motivation. In addition, students

will use their Chromebook to complete the Polygons and Tangrams Virtual Worksheet for this

lesson. The websites for the interactive pattern blocks manipulatives,

(https://www.coolmath4kids.com/manipulatives/pattern-blocks &

https://toytheater.com/pattern-blocks/) will also be accessible for students if they prefer to solve

the problems on the worksheet using this approach.

Lesson 2

Motivation / Engagement: Each pair of students will receive a bin of pattern blocks. In

addition, students will receive a template where they will try to create a given shape using the

least amount of pattern blocks. The student who makes the shapes using the least amount of

pattern blocks will win the contest.

Objective: After a fun polygon contest, students will apply their newly learned knowledge to

complete the six-question Equal Shares in Composite Shapes Worksheet, correctly answering at

least 4 out of 6 problems.

Activity:

● Students will be instructed to open up the virtual pattern block manipulative website on

their Chromebooks from the previous day. Students will first use the two smallest

triangles. “Using the smallest triangles, which polygons can you create that you can

name?” Three students will come up to the board and place their creations underneath the

document camera. Teacher will circulate as the students move pieces to make new

shapes. “What is the name of this polygon? How many parts do you notice in this large

triangle? Are the parts equal?” Teacher will draw each shape partitioned on easel paper

to show the pieces used. This process will be repeated for the parallelogram and square.

● Students will then utilize the virtual pattern block manipulative website again. Students

will select a hexagon block and watch as the teacher places a hexagon underneath the
 document camera. “What smaller polygon could be used to cover up half of our

hexagon?” Once students have explored and found the answer, teacher will have students

drag an additional trapezoid over the hexagon to conclude that two trapezoids make a

whole hexagon. “How many trapezoids make a whole hexagon? Are they equal shares?

How many halves are in the hexagon?” Teacher will then repeat this process for the

rhombus and record the newly obtained information on the chart.

● Students will then select a trapezoid pattern block. Teacher will show students the

trapezoid under the document camera. “Which three smaller polygons can we cover the

trapezoid with? What shape did you use? Are the shapes equal in size? How many equal

shares make up a whole trapezoid?” Teacher will then confirm that three equal shares or

parts mean thirds.

● Students will then remove two of the triangles from the trapezoid and replace them with a

rhombus. “Are these halves? Why or why not?” Students will turn and talk with their

partners to discuss what they think.

● After students have talked with one another, the teacher will explain why the two parts

are not halves, why they aren’t equal and why they aren’t thirds. The class will then

repeat this process for a hexagon.

● Students will then work with partners to make a large square that is created with equal

parts utilizing the virtual pattern block manipulative website.

● Once students have created their squares, the teacher will model this with the document

camera.

Assessment:
 ● Informal: Teacher will observe student responses to class questions, the students' process

of adding polygons to make a whole, and circulate as the students’ Turn and Talk

discussions take place.

● Formal: Each student will complete the six-question Equal Shares in Composite Shapes

Worksheet, correctly answering at least 4 out of 6 problems.

Technology: Students will use the ergonomic mice computer access tool during the activity for

this lesson. This alternative computer mouse will be employed specifically for students who need

mobility assistance. In addition, ergonomic mice will address the needs of students with special

needs who have deficiencies in their fine and gross motor movements.

Additional technology: Chromebooks, interactive pattern blocks manipulatives

(https://www.coolmath4kids.com/manipulatives/pattern-blocks &

https://toytheater.com/pattern-blocks/), document camera, and Smart Board

Lesson 3

Motivation / Engagement: Students will go on a scavenger hunt around the classroom for

lollipops. Each lollipop will have a tag with “1 & 2”, “3 & 4”, or “5 & 6”. Once students have

found a lollipop, they will look to see which numbers their card says and go to that

corresponding table. There will be three stations at three different tables, and at each table

students will complete two questions.

Objective: After a lollipop scavenger hunt, a math workshop, and an activity, students will recall

what they’ve learned from the past three lessons to complete the two-question Exit Ticket

completing at least 1 out of the 2 tasks correctly.

Activity: After students have navigated to their assigned table, they'll open their Chromebooks to

the interactive pattern blocks manipulatives and a six-question Google slideshow. If students are
at station 1, they will complete problems one and two first as a group. If students are at station 2,

they will first complete problems three and four as a group. If students are at station 3, they will

complete problems five and six first as a group. The teacher will repeat these directions several

times and specify them on a directions sheet at their station. Students only have ten minutes at

each station. They will be able to work at an appropriate pace because there will be a digital

timer up on the Smartboard that they can refer to.

Assessment:

● Informal: Teacher will observe as students have mathematical conversations within their

station groups. This will be done by the teacher circulating the room and spending some

time with each group as they talk and solve the problems. Teacher will also consider the

students’ responses to the class.

● Formal: Students will complete an exit ticket to assess their understanding of the

concepts implemented in the lesson. Students will name the pattern block that can be

used to cover half of a hexagon, and they will then illustrate it using pencils and crayons.

Technology: Students will use their Chromebooks to participate in a station activity using

Google slides for this lesson. These forms of technology will enable students to participate

actively and demonstrate what they have learned. Another form of technology that will be used

during this lesson is the digital timer. The timer will be displayed on the Smartboard to pace the

students while working in groups.

Additional technology: Interactive pattern blocks manipulatives

(https://www.coolmath4kids.com/manipulatives/pattern-blocks &

https://toytheater.com/pattern-blocks/).