Project 4
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- Words: 234
- Pages: 1
Name: Mrs. Hutchison
Grade Level: 2nd
Title of Lesson: Divisibility Texas Essential Knowledge and Skills/Standards: Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: (A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words; (B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part; (C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and (D) identify examples and non-examples of halves, fourths, and eighths. Objective/Purpose: The students will learn how to determine a part to whole. Introduce Lesson: The students have learned about ½ and ¼ part to whole in a lesson using a worksheet where they had to cut out pizza slices. Lesson: Make sure they understand the concept of part to whole. They need to understand how to write it into words as well. I am providing you with an activity and worksheet that they can work on. https://www.mathsisfun.com/fractions.html - Make sure they do the questions at the end (this one is to be done on a computer) After they complete that activity, they can work on this worksheet: https://www.mathsisfun.com/worksheets/ws-frac.html? op=conv&n=10&dmin=2&dmax=10&tfrom=pie&tto=frac&bw=n
Grade Level: 2nd
Title of Lesson: Divisibility Texas Essential Knowledge and Skills/Standards: Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: (A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words; (B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part; (C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and (D) identify examples and non-examples of halves, fourths, and eighths. Objective/Purpose: The students will learn how to determine a part to whole. Introduce Lesson: The students have learned about ½ and ¼ part to whole in a lesson using a worksheet where they had to cut out pizza slices. Lesson: Make sure they understand the concept of part to whole. They need to understand how to write it into words as well. I am providing you with an activity and worksheet that they can work on. https://www.mathsisfun.com/fractions.html - Make sure they do the questions at the end (this one is to be done on a computer) After they complete that activity, they can work on this worksheet: https://www.mathsisfun.com/worksheets/ws-frac.html? op=conv&n=10&dmin=2&dmax=10&tfrom=pie&tto=frac&bw=n
