Teacher: Miss Perry

Grade: 2

Date: March 29, 2016

Day: 6 of 7

Subject: Math

Time: 1:15 / 45 minutes

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy) Application, Knowledge,

Evaluation, Comprehension
Objective
Students will be able to:
Learning: practice identifying fractions
Behavior: by going on an Easter egg fraction hunt
Condition: after the teacher reviews the importance of the numerator and denominator.
Common Core Standards addressed:
CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their
size. Recognize that comparisons are valid only when the two fractions refer to the same whole.
Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.
CCSS.ELA-LITERACY.SL.2.1.C

Ask for clarification and further explanation as needed about the topics and texts under
discussion.
CCSS.ELA-LITERACY.SL.2.1.A

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
Instructional Strategies: (Opening, Presentation, Guided Practice, Closure)
Opening
1. The teacher will have Easter egg cut outs scattered around the classroom. (Anticipatory Set)
2. The teacher will tell the class that they have been doing such a great job with understanding
fractions and being able to write them correctly with a part of a whole written on top and the
whole itself written on the bottom.
3. The teacher will state to the class that not only is it important to be able to write the fraction, it
is also very important to be able to identify them.
4. As a review before the activity, the teacher will ask the class what the two special words are
that we use to name the parts of a fraction. Anticipated Responses: The numerator is the top

part of the fraction that tells us how much of the fraction is being used or shaded. The
denominator tells us the total number in the whole. (Extended Vocabulary)
5. The teacher will tell the class that it is very important that they pay close attention to the
numerator and the denominator on their fraction egg hunt.
Presentation
6. The teacher will pass out an Easter Egg Hunt worksheet to each group. Each group has a
different worksheet.
7. Each group is looking for six different fractions; therefore, not all 19 students are looking for
the same exact fractions.
8. The teacher will explain to the class that each group is looking for different fractions and it is
extremely important to make sure to only take the fractions their group is looking for. (Input)
9. The teacher will also point out that there are two columns on the worksheet. The first column
is Find it and the second column is Draw it.
10. The teacher will explain that the group will be searching for the fractions under the Find it
column.
11. The teacher will tell the students that once they have found all six fraction eggs, they will go
back to their seats and draw the same exact picture that is drawn on the egg cut out.
12. Before beginning the activity, the teacher will hold up an example of an Easter egg cut out. It
models . Four parts out of six are shaded in. She will ask the class what fraction this picture
shows. Anticipated Response: (Modeling/Product/Individual Assessment).
13. She will tell the class that if this was the fraction she was looking for, once she was done with
finding all six other fractions, she would go back to her seat and draw the same exact picture
shown on the egg right under the draw it column.
14. She will also remind the students that it is very important to say the fraction like four-sixths
and not four out of six. (input)
15. The teacher will repeat one more example of how to identify the fractions on the Easter egg
cut outs. (Modeling/Product). However, the picture on the next example will represent
.
She will ask the class what fraction is being represented in this picture. Anticipated
Response: . (Individual Assessment)
16. She will also remind the students to make sure they are drawing the picture next to the correct
fraction. The fraction and the picture representing the fraction should be right next to each
other.
17. The teacher will check for understanding by asking them to give a thumbs up or a thumbs
down if they understand what to do for this Easter egg hunt. (Individual Assessment)
18. Once everyone has given a thumbs up, they will be asked to begin their Easter egg fraction
hunt.

Guided Practice
19. The teacher will remind the students to work nicely and quietly with one another during this

Easter egg hunt.

20. The teacher will check in with different groups during the egg hunt to make sure they are
finding the correct drawings for their fractions. She will continue this step until groups start
finishing up their egg hunt.
21. Once groups start returning back to their seats, she will go over to the group to make sure that
they found all six of their fractions. She will also remind them that they need to draw the same
exact picture that is shown on the egg next to the appropriate fraction. The teacher will check
each groups eggs to make sure that they match up with the fractions they were looking for.
(Alternative Assessment)
22. If any of the groups finish early, they will be asked to draw their own pictures representing the
fractions they were searching for on the backside of their worksheet. (Individual Assessment).
Closure
23. The teacher will ask the students to choose one of the eggs they found and bring it over to the
rug with them.
24. Five students will be asked to share with the class one of the eggs they found. They will have
to name the fraction and explain how they knew what the fraction was. (Individual
Assessment).
25. The teacher will ask the class all together what the two special words are that name a part of a
fraction. Anticipated Responses: Numerator. Denominator. (Alternative Assessment/Summary
of Major Points)
26. The teacher will tell the class that she will be collecting their Easter egg hunt worksheets.
(Formative Assessment)
27. Before returning back to their seats, the teacher will allow the class to play a fraction game on
SheppardSoftware.com to review what they are learning during math.
28. She will tell the class that they will continue reviewing fractions again tomorrow during math.
Assessment: (Formative, Individual Measurability, Summative)
Formative:
- Formative assessment will take place in step 26: The teacher will tell the class that she will
be collecting their Easter egg hunt worksheets.
- Alternative assessment takes place in step 25: The teacher will ask the class all together
what the two special words are that name a part of a fraction. Anticipated Responses:
Numerator. Denominator.
- Alternative assessment takes place in step 21: Once groups start returning back to their
seats, she will go over to the group to make sure that they found all six of their fractions. She
will also remind them that they need to draw the same exact picture that is shown on the egg
next to the appropriate fraction. The teacher will check each groups eggs to make sure that
they match up with the fractions they were looking for.
Individual Measurability:
- Individual Measurability takes place in step 24: Five students will be asked to share with the
class one of the eggs they found. They will have to name the fraction and explain how they
knew what the fraction was.
- Individual Measurability takes place in step 22: If any of the groups finish early, they will be

asked to draw their own pictures representing the fractions they were searching for on the
backside of their worksheet.
Individual Measurability takes place in step 17: The teacher will check for understanding by
asking them to give a thumbs up or a thumbs down if they understand what to do for this
Easter egg hunt.
Individual assessment takes place during step 15: The teacher will repeat one more example
of how to identify the fractions on the Easter egg cut outs. (Modeling). However, the picture
on the next example will represent
. She will ask the class what fraction is being
represented in this picture. Anticipated Response: .
Individual assessment takes place during step 12: Before beginning the activity, the teacher
will hold up an example of an Easter egg cut out. It models . Four parts out of six are shaded
in. She will ask the class what fraction this picture shows. Anticipated Response:

Summative:
- A chapter test will be given next week.

Differentiation: (Varying Content, Varying Process, Varying Product)

Content:
- The teachers example of her own Easter egg cut outs will be useful for auditory learners.
- The use of the Easter Egg Hunt worksheet will be useful for visual learners.
- Playing the fraction game on the Sheppard Software website at the end of the lesson will be
useful for kinesthetic learners and visual learners.
Process:
- Before beginning the activity, the teacher will hold up an example of an Easter egg cut out. It
models . Four parts out of six are shaded in. She will ask the class what fraction this picture
shows. Anticipated Response:
Product:
- Students who are struggling will be assisted by one of the teachers walking around throughout
the lesson taking place during the math lesson.
Technology:
The Smart Board will be used at the end of the lesson while the class plays the fraction game on
www.sheppardsoftware.com.
Game: https://www.sheppardsoftware.com/mathgames/fractions/fractionSet.htm