Math Plans for Week of May 19th
2.6B model, create, and describe contextual division situations in which a set of concrete objects is
separated into equivalent sets.
2.6A model, create, and describe contextual multiplication situations in which equivalent sets of
concrete objects are joined.
2.3C use concrete models to count fractional parts beyond one whole using words (such as “one-fourth,” “twofourths,” “three-fourths,” “four-fourths,” “five-fourths,” “or “ one and one-fourth,” ) and recognize how many parts it
takes to equal one whole (such as four-fourth equals one whole)
2.3A partition objects (such as strips, lines, regular polygons, and circles) into equal parts and names the parts,
including halves, fourths, eighths, using words (such as on-half or three-fourths)
2.3D identify examples and non-examples of halves, fourths, and eighths
Math
MONDAY
Big Idea: Students will apply learning independently to generate multiplication story problems in
variety of ways.
Teacher Notes: Students create story problem for multiplication they swap with a friend for them to
solve. What questions still linger? Are students applying what they’ve learned? Are they able to skip
count? Do they understand that multiplication is repeated addition?
Resource File: Creating Multiplication Story Problems blank master
Formative: I know when I multiply I am____________ because________________.
Anticipatory Set/Hook: How can you put objects into equal groups?
We will / Objective: We will use different objects then place them into equal groups.
I will /Product/Task: I will solve division problems
POP:
Academic Language: divide, equal groups
TUESDAY
Math
Big Idea: Fractional parts are equal shares or equal-sized portions of a whole or unit. Units can be an
object or collection of things.
Investigations Unit 7: Session 1.1 What is half and Session & 1.2 Halves of Blocks and Balloon Bunches
Teacher Notes: Begin by distributing pieces of paper to students in a variety of sizes (sticky notes (different sizes), chart
paper, 8 ½ x 11, 9 x 12 construction paper, etc.) Then ask students to write a story on half of the paper. At this point,
students with larger pieces of paper should begin to notice and discuss how unfair it is to have chart paper and others
have smaller units. Why is it unfair? They are only writing on half. This lends itself to the discussion that one whole can
come in different sizes, but one-half is the equal part of that whole regardless of its size.
Formative: Teacher Observation – Check list – M4, page 27
Can students divide shape into equal parts? Can they identify one-half? Are they problem solving by identifying unequal
situations? (balloons)
Fractions are ……………because………..
Materials: Halves Exploration Sheet, Geo Blocks, Pattern Blocks
Anticipatory Set/Hook: What is a fraction?
We will / Objective: We will use construction paper to find out how much half is.
I will /Product/Task: POP: I will use half of my paper and show that half is an equal part of one whole.
Academic Language: half, equal parts, whole
WEDNESDAY
Math
Big Idea: Identifying and determining halves and not halves in different contexts and varying objects
Investigations Unit 7 Session 1.3 Halves of Blocks, Balloons, and Rectangles
Teacher Notes: Can students accurately identify and compare fractional parts of a whole and determine if they are
equal? Can students’ problem solve quantities in different contexts when finding halves? What do students notice about
numbers that can be halved equally and those that are unequal? If they are halving the numbers, then why are some
different?
Materials: Resource Master Unit 7, M10 for each student
Formative: Exit Ticket – justifying or Student Activity page embedded within lesson
I know___balloons can be divided equally because …..
I know___balloons cannot be divided equally because …
Anticipatory Set/Hook: What is half? What is not a half?
We will / Objective: We will compare fractional parts
I will /Product/Task: I will compare fractional parts using pictures
POP:
Academic Language: fractional part, fraction, half, equal parts, whole
THURSDAY
Math
Big Idea: A whole number is set of objects and is counted as one.
Investigations Unit 7 Session 1.4 Halves of Rectangles and Sharing a Picnic Workshop
Teacher Notes: It is important that students learn to recognize and count fractional parts beyond one whole (one and
one-half, one and one-fourth) *remember we are not using symbols (numbers) to represent fractions only words to
reinforce fractional parts. Important as is well is for student to recognize one and a half is different than a half. One is a
whole number and represents two equal parts put together to form one whole unit. Continue discussing with two and a
half, etc. so that students understand the concept.
Materials: Connecting Cubes if needed for small groups or reteaching, Pattern blocks, Geo Boards, Geo Blocks
Formative: SAB any page within this lesson or One and a half is different from a half because……….
Anticipatory Set/Hook: How do you count fractional parts?
We will / Objective: We will count fractional parts using pictures.
I will /Product/Task: I will count fractional parts using rectangles.
POP:
Academic Language: fractional parts,
FRIDAY
Math
Big Idea: Fractional Benchmarks of Zero, One-Half, and One
Powerpoint: Zero – Half- Whole *located under resources**
Teacher Notes: The most important benchmarks for fractions are Zero, One-Half, and One. Go through power point
with students discussing what they notice. How can understanding zero, one-half, and one help them understand other
fractions?
Give students concrete objects such as linking cubes, geo blocks, etc. to use on fraction strip to support understanding of
zero, half, and one whole.
Formative: Observation: Is student able to determine if concrete item is closer to zero, half, or one whole?
I know _____ is closer to zero because_______.
I know ______ is closer to half because_______.
I know ______ is closer to one because _______.
2.2C Use concrete models to determine if a fractional part is closer to 0, ½, or 1
Anticipatory Set/Hook: How do you count fractional parts?
We will / Objective: We will count fractional parts using pictures.
I will /Product/Task: I will count fractional parts using rectangles.
POP:
Academic Language: fractional parts,