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Pre-Assessment on CCSS.MATH.CONTENT.2.G.A.3 (All students will complete…

- - - - Card Matching Activity: The understanding students would work together as a group. They will be given a set of cards. Half of the cards will have a circle or rectangle divided into two, three or four sections with some sections shaded in. The other half of the cards will have 1 half, 1 third, 2 thirds, 1 quarter, 2 quarters, 3 quarters, 1 whole, 1/2, 1/3, 2/3, 1/4, 2/4, 3/4, 2/2, 3/3, 4/4. Students will work together to correctly match the shape cards to the fraction and word cards. The students would be asked to check over their matches before asking the teacher to check if they are correct.
        
        Partitioning Circles and Rectangles with Dry Erase Markers: Once students have matched all of the cards correctly, they will each be given a laminated circle and a laminated rectangle, dry erase markers, whiteboard erasers and a set of cards. Each student will take turns pulling a card and then partitioning their shapes according to the card’s instructions. At the end of each person’s turn, the other students will check to see if the student got it right - the student will then erase the shape so that they can partition again at their next turn. Examples of card instructions will be: partition your circle into thirds, partition your rectangle into halves, partition your circle into quarters, etc.
        
        Different Ways to Find Half Game: This digital game challenges students to think of 12 different ways to show half of a square. This game will further extend students’ knowledge of partitioning shapes. https://pbskids.org/cyberchase/games/thirteen-ways-looking-half
        
        Take a partitioning assessment that is more difficult that the one they took during the pre-assessment.
        
        Mini-Test to Gauge understanding of this topic
        https://drive.google.com/file/d/1iLzug99Gl-08fdwpCF4nVK9mu5bOA9Du/view (Howard County Public School System, n.d.)
  - - - Shape Flashcards: I would show the group flashcards of the 2D shapes and ask students to take turns telling me the name of the shape. We would continue to go around the circle with me showing cut out versions of shapes - different sizes and varieties (acute, isosceles triangles, etc.) to confirm that the students can identify the shapes despite their orientation and size.
        
        If it is determined that students have grasp of these skills, I will move on to focus on the following skills: partitioning circles and rectangles, describing the shares in words, and describing a whole number by its equal parts.
        
        Paper Folding: I will hold up a red A3 paper paper and explain to students that this is a whole piece of paper. Have the students repeat the word “whole”, writing the word on a whiteboard for them to see. Give each student a red paper to write 1 on. Show students a yellow A4 paper and fold it in half. Ask students. Leave the paper folded and ask students how many yellow papers they would need to cover the red paper (answer: 2). Explain that if we need two equal pieces to make a whole, then the piece is called a half. Have students repeat the word “half”. Ask them to fold their own yellow papers and write 1/2 on them. Hold up a green A4 paper and fold twice. Ask the group how many green papers we would need to cover the red paper (answer: 4). Explain that when 4 equal pieces make a whole, the pieces are called quarters. Have students repeat “quarter”. Give each student a green paper to fold twice and write “1/4” on it. Lastly, give students a white A4 paper. Show students how to fold into three equal parts. Ask students how many white papers we would need to cover the yellow paper (answer: 3). Explain that when three equal pieces make a whole, these parts are called thirds. Have students repeat “thirds” Write 1/3 on the paper and have students do the same.
        Repeat with large circular papers.
        
        Students will take the assessment that they took at the beginning of class and I will determine if they have made improvements in their knowledge and skills on the topic.
    - - -focus on imperfect/informal language that students use. I would not focus on vocabulary and would instead focus on whether students are showing understanding.
      - -provide visual posters and cue cards.
      - -provide manipulatives that they can use to explore and make sense of shapes (pattern blocks, large foam 2D shapes, coloured popsicle sticks to make shapes, geoboards).
      - -explain my modelling in more than one way, using more than one way of verbal explanation accompanied by visual cues and gestures.
      - -allow my students to show me their understanding using the means they are most comfortable with: through writing, oral language, or showing me with their actions.
    - - -connect the topic to the students’ prior knowledge to make the topic more engaging and accessible for them (Stephan & Smith, 2012, pg. 169)
      - -allow students to learn through exploration as this leads to a sense of autonomy and encourages thinking in new ways (Stephan, M., & Smith, J. (2012), pg.170)
      - -model concepts and skills to students in small group (Stephan & Smith, 2012, pg. 174)
      - -present information in multiple ways and allow students to practise their skills and exhibit understanding in multiple ways
  - - - Digital Apps to Introduce and Practise Fractions
        
        Slice Fractions
        
        Pizza Fractions
        
        Fractions by BrainingCamp
        
        Bingo Fractions Game: I would give the group of students a game board, two die, and coloured pencils. Each student will take a turn rolling the two die - the smaller number die is the numerator, the larger die is the dominator. The students then finds that fraction on their bingo sheet and colours the fraction. For example, if the student rolls a 3 and a 6, the fraction is 3/6. They must colour 3 pieces of a circle divided into 6 pieces. The first player to get a row/column/diagonal wins BINGO and they can play again with different boards (School Times Snippets, 2015). This is a fun way for the students to visualize the different fractions while competing in a low pressure way.
        
        Take Fractions Quiz to determine knowledge gained during lesson.