Second Grade Content Preview
Unit 05
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Would you rather? Use partitioned shapes showing different fractions and ask students if they would rather have this much of _______ or _________. Based on the choices the students are given, they can decide which they would rather have and justify why. (See this link for samples to get you started: https://docs.google.com/a/hayscisd.net/presentation/d/1HcdrcEgGGNH6JBCw37w7eNwzhdxhzbu2AaWcv97h9uk/edit?usp=sharing)
Students can also write their own would you rather sentences using a partitioned shape and two scenarios. These can be shared with the class as energizers.
Opening (5-10 min)
Examples and Non Examples of fractions:
Find pictures of fractional parts examples and non-examples from your school and your classroom. Ask the students to justify in writing or to a partner why the representation is an example of a fraction or not. If it is a representation, ask the students to count the fractional parts to their partner. As the unit continues, students can find their own pictures of fractional representations to share with the class or create their own from shapes and/or geoboards and take pictures to share with the class.
Optional Unit 05 Activities
Making a sandwich
Begin by telling a story about making a sandwich and wanting to cut the sandwich t in half. Demonstrate a cut that is off center and ask if they think the sandwich is cut in half.
This will lead to a discussion about halves always being the same size.
Give students pieces of scrap paper in rectangles and ask them to cut their sandwich in half. Students can label their sandwich as one-half, and one-half.
Then continue on the discussion about other ways to cut a sandwich. Many kids brought up the idea of cutting it into fourths.
Give the kids time to explore with the scissors and paper squares and had them try to make fourths. We did stop briefly and one student shared how folding the paper before cutting it made him more accurate.
You can then use the paper to create a quick anchor chart of different ways to make fourths.
These cuts by the students can also be glued onto paper to make a mini-book about partitioning shapes in halves, fourths, and eights.
On day 2, try partitioning circles and this time we can call them pizzas. Can we use the same strategies that we did to partition rectangles and squares as we did to partition circles (For example, can we cut long strips to partition circles, why or why not?)
Partitioning Shapes with Playdough
Needed: Play dough, plastic knives for partitioning, small rolling pins (or cans to act as rolling pins)
Each student is given a small amount of play dough.
Guide through the vocabulary of geometric shapes and have them make a rectangle. Ask them how do they know it is a rectangle to review vocabulary.
Guide your students by having them cut one of their rectangles in half. Talk about how each of the 2 shares is a half and together they're called halves. Reiterate how the shapes are halves because both sides are equal in size. Use an example to show an unequal representation of halves and ask the students to do the same.
Ask the students to create a square, triangle, and partition the square and triangle into halves, again weaving in the vocabulary of justifying the attributes of each shape as the students create the shapes. Continue with other shapes.
Have students create a rectangle, then have them cut their other rectangle into half.. and then half again. Let them know these are called fourths because there are four equal parts. As they're looking at their halves and fourths side by side, ask them if they notice anything. Discuss how the more shares you cut it into, the smaller the shares get.
Continue on with eighths and with other shapes.
Geoboards (or use the app)
This can also be done on Geoboard app: Use the app to create squares and rectangles. Then use the rubber bands to partition the shape into fourths, halves, and thirds. Use screenshots of the picture along with ChatterPix to identify the shape and justifying the shape by its attributes, talk about how the shape is partitioned, count the fractional parts. This can also be used as a writing activity by having the students create a pictorial representation of their geoboard and identifying the shape in writing justifying the shape by its attributes and writing about how the shape is partitioned.
Click the video link above to watch a sample video of a teacher using geoboards in class.
Examples and Non Examples
This is a type of fraction scavenger hunt for students that can be done in class or at home.
Students will take pictures of fractions focusing on halves, fourths, or eighths. Students will find an example or non-example of equal fractions and take a picture. If the student finds a fraction example outside of school, they can email the picture to the teacher. Use the examples as openers each day asking students to justify the fraction as an example or non-example, then count the fractional parts.
Literature Connection:
Eating Fractions
Give Me Half
How do you share a pizza? You split it in half! Two siblings split a yummy lunch and discover that using fractions can be messy. This hilarious book written by Stuart J. Murphy and illustrated by G. Brian Karas introduces the simplest of fractions: 1/2.
https://youtu.be/hVaxiJB6FlsApple Fractions
1. Guided Math
https://drive.google.com/open?id=1sArpGNd2wMeuwSDhtThSWBLxTq46XtUB9E_jRKeDokY
2. Technology
Also: Check out this activity for creating fractional pizzas:
3. Review/Preview:
The next unit will focus on regrouping using the algorithm. This is a great time to further practice with regrouping without algorithms using the strategies addressed in unit 03 in preparation for understanding the algorithm.
Fluency:
I love math: Students in a group of four each make a two digit number. The students then add the four numbers together using various strategies for addition.
Adding/subtracting with regrouping without the algorithm practice:
Counting coins practice
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment