EEI Lesson Plan Template 

Name: Jeanette Miller Pima Course: EDC271 Instructor:

Prof. Tonya Gilvin
Subject: Math Topic: Fractions Grade Level: Second Duration:
45 min
List of Materials, Handouts, Rubrics, and other Documents: computer, document camera, pattern blocks, graham crackers,
whiteboards and markers, pencils.

Purpose: This lesson will help students understand how shapes can be divided into equal parts, how those parts can be
divided, and the terminology of those specific shares.
 
Components  Description of Plan 
Content Standard  2.G.A.3 Partition circles and rectangles into two, three, or four equal
● Choose one AZ standard and insert shares, describe the shares using the words halves, thirds, fourths,
it with the number. half of, third of, fourth of, and describe the whole as two halves,
● Insert the previous grade level three thirds, or four fourths. Recognize that equal shares of identical
standard and consider what is the
wholes need not have the same shape.
same/different before proceeding.
1.G.A.3 Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves, fourths, and
quarters. Describe the whole as two of, or four of the shares.
Understand that decomposing into more equal shares creates
smaller shares.
Learning Objective  Bloom’s Level: Understanding
▪ Choose one level of complexity from
Bloom’s ​Revised​ Taxonomy Objective: SWBAT illustrate understanding of fraction vocabulary by
▪ Write a concise objective that will using graham cracker sections to show examples of a given fraction.
demonstrate mastery of the
standard
▪ Objective must be ONE simple
Kid-Friendly (KF) Version: I can show fractions and their equal
sentence with ONE verb from the shares using manipulatives.
Lesson Planning Guide
 

Est Anticipatory Set  Teacher will (TW): Students will (SW):

# of ▪ A quick "hook" to grab the
Min
student's attention
s
▪ Activates prior knowledge of
5  the objective
▪ Requires active participation
from 100% of learners
▪ Students must interact with
the KF OBJECTIVE (use red
font & put in student column
– choral reading is
insufficient)
1. TW will ask think of one thing
that you know about fractions.
Write what you know on your
whiteboard.
2. Share with your table what you
remembered.
3. TW have one student from
each table group share what
they talked about and
remembered as a group.
4. TW explain that fractions are
parts of a whole that has equal
shares.
5. TW state the kid friendly
objective and have students
echo the objective.
1. Students will take out their
whiteboards and write one
thing they remember about
fractions.
2. Students will share with their
table groups what they
remembered about fractions
from previous lessons or
school year.
3. Students will share what they
discussed in their table groups.
4. SW interact with the objective
by stating the objective
verbally.
5. SW discuss with their table
group the objective and how

Est Teaching-Input
# of ● Direct instruction portion of
Min
lesson
s
● Using effective and varied
10  strategies, the teacher
provides ​information ​and
vocabulary​ students will
need in order to grasp the
new concept, strategy, or
skill.
● Check for Understanding #1
(use green font & put in
student column)
Est Teaching-Modeling  Teacher will:
# of ● Teacher demonstrates and
Min
shows examples of what
s
students are expected to do
5 
during Guided Practice 
EEI Lesson Plan Template 
6. TW have students talk with they might show a fraction
their table group to predict using equal shares and
what they think they might do manipulatives.
in the lesson with this
objective.
Teacher will: Students will:
1. TW review that fractions are 1. SW put hand on head when
equal parts of a whole using they have the answer.
the document camera and 2. SW answer the teachers
pattern blocks. When we write question by saying there is half
a fraction there are two parts: of the shape left of the pattern
the numerator and the blocks.
denominator. 3. SW put their finger on their
2. TW demonstrate how to show nose when they think they
½, one-half, or half of a equal have the answer 4 equal
share. Using the pattern blocks pieces.
teacher will place a shape with 4. SW blow the answer to the
two equal pieces under the questions and let go of their
document camera. answer on the count of 3.
3. TW explain that this shape has
two equal parts and each part
is called one-half, half of and
we write it like this ½.
4. TW take one section away and
ask students how much of the
shape is left? When you have
the answer put your hands on
your head.
5. TW put a pattern block shape
with 4 pieces under the
camera. How many equal
pieces are there in this shape.
When you have the answer put
your finger on your nose.
6. TW have the students blow the
answer in their fist and let the
answer go on the count of 3.
7. TW explain that there are four
equal parts, and each part can
be called a fourth of, ¼ or a
quarter.
8. TW put a pattern under the
camera with 3 equal parts.
When we have 3 equal parts
we call them thirds, a third of,
or we can write it like 1/3.
Students will:
1. TW demonstrate how to do the 1. SW answer the questions that
guided practice by showing the the teacher asks during the
fraction names and amounts direct instruction.
and how to display them using

● Check for Understanding #2
(use green font & put in
student column)
Est Guided Practice  Teacher will:
# of ● An opportunity for each
Min
student to demonstrate new
s
learning by working through
an activity or exercise with
20  the teacher’s guidance.
● This is the heart of the
lesson and should have the
most minutes assigned to it
EEI Lesson Plan Template 
the pattern block
manipulatives.
2. TW explain that they will be
using graham crackers instead
of pattern blocks as their
manipulatives.
Students will:
1. TW give each student one 1. SW demonstrate
whole graham cracker piece understanding of the fraction
that has been sectioned into names by showing the amount
four rectangles. using the graham cracker
2. TW walk around the room as rectangles.
she says different fraction 2. SW answer the fraction amount
amounts using the fraction questions using their fingers on
terms that were used during their hands.
direct instruction. 3. SW eat a fraction part of their
3. TW say show me one whole crackers as instructed by the
graham cracker square using teacher.
two pieces of cracker.
4. TW will show under the
document camera what one
whole looks like using two
sections of graham cracker.
We have two pieces which is
our whole that is the
denominator. Now show me
half of your square. We now
have one out of our two
possible pieces. Teacher
shows this under the camera.
5. TW ask students to show a
whole using four pieces of
cracker. Teacher will check for
understanding by walking
around the room.
6. TW show under the camera
what four equal pieces of
cracker look like when they
make a whole. What would
happen if I took one piece
away? Show me how many
pieces you have taken away
with your fingers. On the other
hand show me how many
pieces I could possibly have if I
had all of them or the whole.
7. TW have students show a
whole with three equal parts.
Use your fingers to show me
how many are in our whole.
Teacher shows under the

Est Closure  Students will:
# of ▪ ALL students must engage in
Min
brief closure activity to
s
cement learning and
optimize transfer.
5  walks around she will check for understanding by observing how the
▪ Do not introduce anything
new during Closure.
▪ Check for Understanding #3
▪ Students must re-engage
with the OBJECTIVE (use
red font)
N/A Independent Practice  Students will:
  ● AFTER proper closure, it is
  important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
● Do not introduce anything
new during Independent
Practice. 
Checks for Understanding (CFU)  1. Teacher will check for understanding by students using their verbal answers
▪ From above, list the three quick,
informal strategies that students will
do to show understanding of the
objective.
▪ Identify each type of CFU (e.g.,
self-check, verbal check, written
check).
Assessment Options  Pre- and Post-Assessment of Objective before/after lesson:
▪ Describe how you will pre- and
post-test students’ understanding of
the objective before & after (not
during) this lesson.
▪ Make the pre- and post- assessment
identical or nearly identical so you
are comparing apples with apples. 
EEI Lesson Plan Template 
camera how the pieces should
look as a whole. Keep your
fingers up for the whole or
pieces possible. Show me how
many pieces of cracker would
be left in your shape if you ate
one. There are three pieces out
of the four pieces left on the
table
1. SW re-engage with the objective by leaning over to their elbow buddy and
whispering to them what they think the objective of the lesson was today.
2. TW have students eat fractional parts of their graham crackers. As teacher
students use the graham crackers to make different fraction amounts.
3. TW have students make a whole using all their equal parts. Please eat one
out of the four pieces of your whole (or place to the side).
4. TW will have students make a new whole using their three equal pieces.
Please eat a third of your whole. You now have two pieces left making one
whole. Please eat half of your whole. You had two pieces left how much of
it did you eat? Stand up, pair and share with your face partner.
5. TW have students sit and eat their last half of their remaining cracker
square.
1. SW do independent practice during math centers using pattern blocks and
making shapes with equal parts that their partner determines. Their partner
will ask them to remove a fractional part and determine if they are correct.
SW switch and repeat with the other partner. One-half, half of, ½,
one-fourth, fourth of, ¼, third, third of, and 1/3 will be put on the Math word
wall to help with using the appropriate terminology.
given as a class.
2. Teacher will check for understanding using the crackers for self-check.
Teacher will check for understanding of fraction vocabulary and basic first grade
fraction concepts using review morning work. Understanding of lesson content will
be demonstrated on the review questions on the next morning’s review morning
work. Student will also demonstrate understanding on the formative assessment.
Alternative Assessment Options for diverse learners:
Students may identify fraction vocabulary of formative assessments.
 EEI Lesson Plan Template 

Differentiation Options  Content – Scaffold: SW use fractions that are simplified and use basic fraction
Describe how you will reach diverse vocabulary: whole, part,1/2, one-half, 1/4, one-fourth.
learners who need scaffolding or extra Content – Challenge: SW use fractions that use more parts of the whole: sixths,
challenge by varying the: eighths, and twelfths, etc.
▪ Content – WHAT they are learning 
▪ Process – HOW they are learning it 
▪ Product – WHAT they will produce
Process – Scaffold: SW use cut outs and manipulatives to match answers.
to demonstrate mastery of the Process – Challenge: SW need to be able to divide multiple shapes into more
objective  advanced partitions, and show the fraction amount using words, numbers, and
pictures.

Product – Scaffold: SW show completed pattern block shapes with matched

21​st​​ ​ Century Learning  Technology: SW interact with the document camera.
Describe how you will incorporate
technology and the 4 Cs:
▪ Critical Thinking
▪ Creativity
▪ Collaboration
▪ Communication
Note: Not all lessons need to incorporate
all of these items. Also, collaboration &
communication are not synonymous.
answers of basic terminology.
Product – Challenge: SW show pattern blocks with more complex fraction parts in a
whole.
Critical Thinking: SW need to understand the process of how fractions relate to
other numbers and words they have learned.
Creativity: SW demonstrate with their manipulatives how they interpret shapes and
partitioning them.
Collaboration: SW work with other students to verify answers they have and discuss
if they are correct; why or why not?

Communication: Students will have the opportunity to discuss with partners, table
groups, and the class about the content presented.

Additional Information/Appendices (insert materials/links/screenshots here):