Teacher (Candidate): Miss Morgan Grade-Level: Lesson Date: March 18-22

Second Grade

Title of Lesson: Domino Fractions Cooperating Teacher: Mrs. Lafon

Core Components
Subject, Content Area, or Topic
2.4 The student will
a) name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and
sixths;
b) represent fractional parts with models and with symbols; and
c) compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models

Student Population: 24

Learning Objectives
I can write and match a fraction to represent a part of a whole.
I can write a fraction to represent a part of a whole.
I can write a fraction of a set.
I can create and write a fraction of a whole.
I can compare fractions.
I can identify parts of a set and parts of a whole.
Virginia Standard(s) of Learning (SOL)
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Dominoes ws
Dominoes
Canva slides

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
* Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
* Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
* Nonlinguistic Representations 27%
* Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
* Practice by Doing 75%
* Discussion 50%
* Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Day 5 Math: Friday, March 22nd, 2024 Process Components
*Anticipatory Set
TTW ask students to take out the Math Word problem of the day to complete the two problems on the
back
TTW work with students to underline and identify key words within the math problem
Word problems of the day review content from previous lesson done days before for review and practice
TSW finish ws and place it in their TBC folder

*State the Objectives (grade-level terms)

I can compare fractions. I can identify parts of a set and parts of a whole.
*Instructional Input, Modeling, or Procedures
TTW display Canva Slides on the board.
Canva slides will consists of compare and contrasting sets, figures, and fractions for students to look at.
TTW call on students for participation.
TTW check for student comprehension of comparing and contrasting.
TTW ask the following questions on the slides:
- What does the bottom number of the fraction represent?
Either a complete set or whole figure
- What does the number on the top of the fraction represent?
The pieces to a set and or figure
- The bigger the bottom number…
The smaller the pieces

*Check for Understanding

Check for understanding will be done during CANVA slides (instructional input)
TTW go over greater than, less than, and equal sign
TTW ask students to use their arms do mimic the “alligator eating the most”

*Guided Practice
TTW take out the Domino Fractions WS
TTW explain the directions
TTW MODEL 2 examples under the document camera
TTW make sure students are aware of
- Writing the fraction
- Coloring the figure
- Writing the greater than/ less than/ equal to symbol
TTW draw alligator teeth to help with students comprehension of the alligator always wants the most!

*Independent Practice
TTW pass out 3 Domino Pieces to each student
TTW will differentiate the dominoes by giving certain ones to students.

Differentiation:
To those students that are advanced, dominoes that consists of different denominators and complex
numerators will be given for them to compare.
To those students who struggle, dominoes consisting of same denominators and the numerator of one or
two.

Hands-on-learning:
TTW pass out the Domino Fractions WS to each student.
 TTW model 2 examples during Guided Practice. (Under the document camera)
TTW fully explain directions.
TTW display directions and leave examples on the board for students to look at as a reference/resource.
TSW complete the ws

Assessment
Domino Practice

*Closure
TTW ask students to turn in the Domino Fractions ws in to Bin 2
TTW ask students to place dominoes back in the proper container
TTW ask students to finish discussing with each other the types of fractions they created based on the
dominoes they received.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Modeling
Visual
Hands-on-learning

Classroom Management Strategies (To ensure a positive learning environment).

Phrases like Flat Tire will be used to gather students’ attention.
Students will be reminded during instructional time; all eyes and ears will be pointed towards the teacher.
Timer displayed on board will help students manage time.
TTW clearly communicate expectations for behavior during center activities.
TTW address any behavior concerns promptly and consistently.

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written
report).

*Denotes Madeline Hunter lesson plan elements.

Lesson Reflection

The lesson above was created with the intent to include differentiation for all the different

levels my students are at. This lesson was planned towards the end of the fraction’s unit. My

students were exposed in days prior to comparing fractions/figures. I sat down and researched

ways to create a hand-on-lesson that would incorporate multiple VDOE standards within the

curriculum. This activity was able to meet the 2.4 SOL standard section for naming and writing
fractions, representing fractional parts with models and symbols as well as compare unit

fractions (SOL 2.4 A,B, and C standard). INTASC standard 1(b) states, “The teacher creates

developmentally appropriate instruction that considers individual learners’ strengths, interests,

and needs and that enables each learner to advance and accelerate his/her learning. The

instructional input was used as a means for review. As the teacher, I was able to assess and check

for understanding the basic knowledge my students possessed based on the previous lessons

taught in the day’s prior. The slides were a great way to have my students dive back into the

thought process of creating and comparting fractions.

As far as the Dominoes activity, the dominoes were sorted out prior to the start of the

lesson. I gave each student a set of three dominoes to use in the lesson. My advanced students

received fractions that required deeper thinking. For example, those advanced students received

dominoes that consisted of different denominators and numerators that were greater than four.

Those students that were at the lower level of understanding, received dominoes with the same

denominator as well as a numerator that was below four. The activity went very well. Although,

the students who were struggling were those that are at a lower level of understanding. They had

a hard time with following the multiple steps. On the other hand, my advanced students thrived

with this assignment. In fact, some asked questions and that alone is rare for them to do so.

Going back, I would possibly give the lower-level understanding students dominoes already

drawn; this would save time. My modeling example done at the beginning helped clarify

expectations, yet it did take a good chunk of the time set aside for independent practice.
 Work Cited

CCSSO, Council of Chief State School Officers. InTASC Model Core Teaching Standards and

Learning Progressions for Teaching 1.0 April 2013.

https://ccsso.org/sites/default/files/2017-

12/2013_INTASC_Learning_Progressions_for_Teachers.pdf