Grade Level: 1
Subject Area(s):
__ Reading, Writing,
X Mathematics
Title: Fractions
GT Differentiated Exemplar Lesson
Mathematics TEKS/Student Expectations:
__ Science
__ Social Studies
Essential Question(s):

How can you identify equal and unequal parts in two-dimensional
shapes?
 How can a shape be separated into two equal shares?
 How can a shape be separated into four equal shares?
Assessment(s):
__ Pre-Assessment
X Formative
__ Summative
GT Scope and Sequence Skills:
st
(Aligned with 21 Century Skills
Framework & College and Career
Readiness Standards)
X Creative Thinking
X Critical Thinking
__ Communication
__ Research
Student Learning Styles:
__ Auditory
X Visual/Spatial
X Kinesthetic
__ Other
1.6. Geometry measurement. The student applies mathematical process standards to
analyze attributes of two-dimensional shapes and three-dimensional solids to develop
generalizations about their properties. The student is expected to:
G. partition two-dimensional figures into two and four fair shares or equal parts and
describe the parts using words; and
H. identify examples of halves and fourths
Elements of Depth and Complexity:
X Language of the Discipline
X Details
__ Patterns
__ Trends
X Rules
__Ethical Considerations
__Unanswered Questions
__Over Time
__ Different Perspectives
__ Big Ideas
Lessons and Activities
X Whole Class
X Small Group
X Independent Activity
PART ONE:
Whole Class: After introducing the concept of equal and unequal parts (see CRMs or watch the BrainPOP Jr. movie on
“Equivalent Fractions” (see resources)) read Jump, Kangaroo, Jump! by Stuart Murphy or another book to introduce halves
and fourths (see resources). Then, call up a few students to stand up in front of the class. Ask questions such as: What fraction
of these students are boys? What fraction of these students are girls? What fraction of these students are wearing shoes with
laces? What fraction of these students have brown eyes? After students respond to each question model writing the fraction
on the board. When the students grasp the concept, invite individual students to write their responses on the board (or have
everyone write their own responses on individual dry erase boards). Students can also be asked to choose 4 students and
come up with their own statement using the model ___ out of ___ students are ___________.
Resources:
BrainPOP Jr.- Equivalent Fractions
BrainPOP Jr.- More Fractions
Tree Frog Treasure Game
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Next, read another fraction book such as Full House: an Invitation to Fractions (see resources) or watch Discover Education’s
video segment on “Fractions: Understanding Part to Whole Concepts” to reinforce the concept of fractions (see resource list
for more information).
Whole Class: This is an activity to use at the Computer Lab or on your classroom computers. Demonstrate selecting one of
the “Pizza Task Cards” (see below for two pages of cards or download all nine pages free at this link: Free Download at
Teachers Pay Teachers) and then go to http://www.abcya.com/pizza.htm. At the website, students will make a pizza following
the task card/recipe. Once students drag all of the indicated toppings onto the pizza, click “cook.” When the pizza is “ready”
there will be the option to start over, print, or save the picture.
*The task cards included all address either halves or fourths. If desired, you can modify the cards to include both on one or
additional fractions.
PART TWO:
On Grade Level: Provide each student with a large circle drawn on a piece of light brown construction paper. Students will cut
out the circle and then in a given amount of time (for example 10 minutes) they will draw sauce, toppings, etc. Then, they will
fold the circle into equal parts (fold in half once and then fold in half again). Then students will glue some pieces on one side
of the recording sheet to indicate how many pieces they ate and then some on the other size to indicate how many pieces
they didn’t eat (see recording sheet below). Students must use all pieces. They will fill in the sentences with a fraction. For
example “I ate ¾ of the pizza. I didn’t eat ¼ of the pizza.” They can also glue the pieces on a blank sheet of paper into two
groups and write “I ate ___ pieces of pizza.” “I gave __ pieces to ______.”
GT Level Group:
Part One: To practice their fraction skills, students will play “Fraction Frenzy: A Scoot Game” (see below or click: Free
Download at Teachers Pay Teachers). Print out and cut up the cards. Students will record the fractions onto the recording
sheet (see below). Cards may be put out in various places in the room to encourage movement, or they can work at a desk or
table. Once the students record all of their answers, they should compare answers with a friend and discuss any answers that
they got that weren’t the same.
Part Two: Basic Fractions Menu- Students will choose at least three of the various activities one from each shape (see
recording sheet below). Then, they will share their results with the other students who are also completing the Basic
Fractions menus.
Whole Class: On level students will display their pizza fractions and GT level group will share their Basic Fractions Menu
products.
Give me half!
Murphy, Stuart J.
(Note: 109 copies available in AISD librari
Your librarian can help you get a copy if it
not in your school library.)
Jump, Kangaroo, Jump!
Murphy, Stuart J.
(Note: 71 copies available in AISD librarie
Your librarian can help you get a copy if it
not in your school library.)
Full House: an Invitation to Fractions
Dodds, Dayle Ann
(Note: 13 copies in AISD libraries. Your
librarian can help you get a copy if it is no
in your school library.)
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Extension: Download the free App from iTunes called “Pizza Fractions 1” (see Resources). This will reinforce and practice
identifying fractions. There is a free game in BrainPOP Jr. called “Tree Frog Treasure” that also reinforces the concept of
fractions (see Resources).
Fraction Action
Leedy, Loreen
(Note: 121 copies in AISD libraries. Your
librarian can help you get a copy if it is no
in your school library.)
The Lion's Share
McElligott, Matthew
(Note: 39 copies available in AISD librari
Your librarian can help you get a copy if it
not in your school library.)
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.
The Wishing Club: a Story About Fraction
Napoli, Donna Jo
(Note: 13 copies available in AISD librarie
Your librarian can help you get a copy if it
not in your school library.)
K-2 Search Results for Fractions
Fractions: Understanding Part to Whole
Concepts (3:27)
Basic Fractions Menu
Westphal, L. E. (2011). Differentiating
Instruction with Menus Math Grades K-2.
Waco, Tex.: Prufrock Press.
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Pizza Fractions 1
Free App from iTunes
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1
2
What f r action is green?
4
3
What f r action is blue?
5
6
What f r action is blue?
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7
8
What f r action is red?
What f r action is blue?
10
9
11
12
What f r action is blue?
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13
14
15
What f r action is blue?
16
What f r action is blue?
17
18
What f r action is red?
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19
20
21
What f r action is blue?
22
23
What f r action is green?
24
What f r action is blue?
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Fr action Fr enzy
Name:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12 .
13.
14.
15.
16.
17.
18.
19.
2 0.
2 1.
22.
2 3.
2 4.
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Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Score
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
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