Lesson3:

Thirds
GradeTwo
Time:30minutes
FractionsPicnic
SCO:N4:
Representanddescribenumbersto100,concretely,pictoriallyandsymbolically.
GCO:
NumberSense(N):Developnumbersense.

Objectives:
Studentsbegintounderstandfractionsconceptsof1/3.

MaterialsNeeded:
mathmanipulatives:centicubes
pencilcrayons
backgroundvocabulary,halves,equal

Engagement(10Mins):
Teacher
:Reviewwhattheclasshaspreviouslylearnedinregardstowholesandhalves
togetheronthemat,discussingwhatweknowandengagingthestudentspriorknowledge.
Student:
Gatheredonacarpetinfrontofteacher,teacherwillbeaskingtheclassquestions
andlisteningtotheresponsesfromstudents.

Exploration(15mins):
Studentswillnowheadbacktotheirseatsandbegivenasetofcenticubestoworkwithduring
thenextpartofthelesson.
Theteacherwillexplainascenariothatsomefriendsaregoingonapicnicandtheyhaveto
sharethefoodtheyhaveboughtbetweenthreepeople,withouthavinganyleftoversand
continuewithasetofquestionswherestudentscanusetheircenticubestoworkouttheir
answersandhavesomethingtocount.
Ifthereare12grapesandBruce,Kyle,andMarcusallwanttosharethegrapes,howmany
grapeswouldeachpersongetiftheysplitthemevenly?
Ifthefriendsbrought9cookies,howmanycookieswouldeachfriendhaveiftheydividedthe
cookiesevenly?
Studentswillthenshowtheteacher(circulatingtheroom)withathumbsuponcetheythink
theyhavefoundtherightanswer

Explanation:
Aftereachquestion,theteacherwillwaitforallstudentstocompletelyfinishworkingout
theproblemandhavestudentsraisetheirhandswhowanttosharetheiranswers.Thestudents
whowanttosharetheiranswercanexplaintotheclasshowtheycametothatconclusion,and
whattheanswerisinafraction.Ex.Eachfriendgot3cookies.Thefractionis3/9

Elaboration:
Theteacherwillthenusetheseanswersasawaytoexplainthirdstotheclass.Showingthem
that9cookiesrepresented1wholeandthatthreeofthecookiesrepresented1/3.Theteacher

canusesimplerexamplesofhowitworksifthestudentsarehavingahardtimegraspingit,but
usingthemanipulativessotheyarestillabletohavesomethinginfrontofthemtocount.

Evaluation:
Studentswillbeevaluatedontheirworkastheteachercirculatestheroomwhiletheyare
workingthroughthequestionswithmanipulatives.Thiswillbeintheformofformative
assessment,andwillindicatewhichstudentsareabletogroupobjectsintothirdsandwhich
studentsneedmoreinstruction.

Accomodation
:
Thereisnoneedforaccommodationsinthislessonasthestudentsarenotwritingorworking
specificallywithnumberfractions.Theteacherverballytellsthestudentswhattheyneedto
divideintothreeevengroupsandthestudentsaregivenmanipulativestoworkwithsotheydo
nothavetowriteanythingdownatthispoint
Studentswhoarefindingthiseasymaybegivenasupplementaryassignmenttoworkon

Rubric

Level1

Level2

Level3

Studentcannotgroup
objectsintothirds
Doesnotgraspconceptof
threeequalparts
Needswork

Studentcangroupobjects
intothreeevengroupsmost
ofthetime
Someinstanceswhere
numberswerenoteven

Studentcangroupintothree
equalparts
Fullyunderstandsthe
conceptofthirds

SupplementaryWorksheet

Lesson4:
Thirds
GradeTwo
Time:30minutes
Thirds
SCO:N4:
Representanddescribenumbersto100,concretely,pictoriallyandsymbolically.
GCO:
NumberSense(N):Developnumbersense.

Objectives:
Studentsbegintounderstandfractionsconceptsof1/3.

MaterialsNeeded:
mathmanipulatives:centicubes
pencilcrayons
Chartpaper
backgroundvocabulary,halves,equal,whole,thirds

Engagement(5Mins):
Teacher
:Reviewwhattheclasshaspreviouslylearnedinregardstowholesandhalves
andthirdstogetheronthemat,discussingwhatweknowandengagingthestudentsprior
knowledgefromthepreviouslessons.Askwhattheyknowaboutthirds.
Student:
Gatheredonacarpetinfrontofteacher,teacherwillbeaskingtheclassquestions
andlisteningtotheresponsesfromstudents.

Exploration(20mins):
Studentswillnowheadbacktotheirseatsandbegivenapieceofchartpaperandmarkersto
workwithinpairs.
Theteacherwillcontinuewiththeideathatfriendsaregoingonapicnicandtheyarebringing
foodthatneedstobesharedequallyamongtheirfriends.Theteacherwillaskthestudentsfour
separatequestions,whichwillbedisplayedontheboardaswell.
1. TomandKylewanttoshareasub.Whatfractionofthesubwouldeachfriendgetifthey
divideditequally?
2. Tom,Kyle,andMindywanttoshareapie.Whatfractionofthepiewouldeachfriendeat
iftheydivideditequally?
3. Tom,KyleandMindybroughtachocolatebartothepicnic.Whatfractionofthe
chocolatebarwouldeachfriendeatiftheysplititevenly?
4. Tom,Kyle,andMindybrought6grapestothepicnic.Howmanygrapeswouldeach
persongettoeatiftheyweredividedevenlyamongthethreefriends?
Thesequestionswillbeansweredusingpictures,numbersandwords.
Oncethestudentshaveansweredallofthequestionsusingpictures,numbers,andwords,
theycanhangtheirworkuponthewallandwalkaroundtoseewhattheirclassmateshavealso
made

Explanation(5mins):

Oncethewholeclassisfinishedworking,theteacherwillcallthestudentsbacktotheirseats
andworkthroughtheproblemsasaclassontheboard.Theteacherwillcallstudentswiththeir
handsuptowriteonsectionofeachquestiononly,sothatthereisanopportunitytocallas
manystudentstotheboardtoworkaspossible

Elaboration:
Theteacherwillthenusetheseanswerstheyhavewrittenontheboardasawaytoprompt
morediscussionwithintheclassabouttheiranswersandhowtheywereabletosolvethe
problems.

Evaluation:
Studentswillbeevaluatedontheirworkastheteacherlooksattheworktheyhaveontheir
chartpaper,aswellaswhentheteacherwascirculatingtheroomwhilethestudentswere
working.

Accomodation
:
Forstudentsexceptionalities,theywillbeabletodisplaytheiransweronlyinpictureformand
verballytelltheteachertheanswerandhowtheygotitusingpictures.
Studentsneedingtousemanipulativestocountmaydosoduringthisactivityandexplainto
theteacherhowtheygottheiranswerusingthecounters
Studentswhoarefinishedquicklymaybegivenextraproblemstoworkoutontheirchartpaper

Rubric

Question1

Question2

Question3

Question4

Studentwasable
tosuccessfully
show1/2
usesnumbers,
picturesandwords

Studentwasable
toshow1/3ofthe
pie
usesnumbers,
pictures,andwords

Studentwasable
toshow1/3ofa
chocolatebar
usesnumbers,
picturesandwords

Studentwasable
togroup6into
threeevengroups:
2/6
usesnumbers,
pictures,andwords

*****studentwillbeevaluatedontheindividualquestions.Studentswhogetlessthan3/4
ofthequestionsincorrectwillneedextrahelpwiththeirfractionsormayneedmore
explanationfromteacher.