Longview ISD Page 3

2nd Grade Unit 7: / Fractions / Suggested Time Frame: / 10 days
TAKS Objectives: / 1 / TEKS: / 2.2A, 2.2B, 2.2C
Unit Overview
In this unit, students will construct arrays to investigate halves, thirds and fourths. Students will use concrete objects to represent and name fractions not to exceed 12ths.
Enduring Understandings
·  A fraction is a part of a whole or a part of a set of objects.
·  A whole and a set can be broken into parts.
·  Parts can be put together.
·  Parts of a fraction are equal.
·  A fraction consists of a numerator and a denominator / Essential Questions
·  What is a fraction?
·  How can fractions help in real life?
·  How can a whole be broken into equal parts?
·  What do the two numbers in a fraction represent? / Mathematics Skills/Process
2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
2.12A identify the mathematics in everyday situations;
2.12B solve problems with guidance, that incorporates the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
Including
·  Use manipulatives to represent problem situations.
·  Encourage different ways to solve a problem.
·  Have students verbalize observations.
2.12C select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
Including
·  Encourage different ways to solve a problem
2.12D use tools such as real objects, manipulatives, and technology to solve problems.
2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:
2.13A explain and record observations using objects, words, pictures, numbers, and technology; and
2.13B relate informal language to mathematical language and symbols.
2.14 Underlying processes and mathematical tools. The student uses logical reasoning.
2.14A The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
(Ask: “How do you know that is the answer? If someone said they didn’t think it was right, how could you convince them?”)
Facts
·  Use concrete models to represent fractional parts through 12ths
·  Name and represent fractional parts using concrete models (as a whole object and as a set of objects) / Relationships and/or Connections that should emerge
·  Fractions are used in real-life situations.
Language of Instruction
2 "out of" 3 / 2 de 3
denominator / denominador
eighths / octavos
elevenths / undecimo
equal / igual
equal fractions / fracciones iguales
fifths / quintos
fourths / cuartos
fractional part / parte fraccionaria
half / mitad
halves / mitades
ninth / novenos
numerator / numerador
part / parte
sevenths / septimos
sixths / sextos
tenths / decimos
thirds / tercios
twelfths / duodecimos
whole / entero
/ Products students will develop
·  Quilt Square; MLC Vol. 2, Unit 4, Workplace 7C
·  Fraction Flag; Investigations, Shapes, Halves and Symmetry, Investigation 3, Session 6, pg.86
Mathematical Connections to Literature
Eating Fractions
By Bruce McMillan
The Half Birthday Party
By Charlotte Pomerantz
If You Look Around You
By Fulvio Testa
Jump Kangaroo, Jump
By Murphy
The Hershey's Milk Chocolate Bar Fractions Book
By Pallotta;
2nd Grade Unit 7: / Fractions / Suggested Time Frame: / 10 days
TAKS Objectives: / 1 / TEKS: / 2.2A, 2.2B, 2.2C
Unit Overview
In this unit, students will construct arrays to investigate halves, thirds and fourths. Students will use concrete objects to represent and name fractions not to exceed 12ths.
Text Resources
Investigations
Shapes, Halves and Symmetry
Math Learning Center
Volume 2
Silver Burdett Ginn
Motivation Math
Math Essentials
Vocabulary Adventure / Technology & Electronic Resources
·  http://nlvm.usu.edu/en/nav/category_g_l_t_l.html
·  http://visualfractions.com/EnterCircle.html
·  http://www.harcourtschool.com/activity/cross_the_river/
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I.  TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks Master 20
II.  Open-ended
III. Essay
IV. Research Paper
V.  Log / Journal
VI. Story / Play / Poem
VII.  Model / Map / Video
VIII.  Oral / Visual / Multimedia Presentation
Selected Response
1  Fill-in-the-blank test
2  Matching test
3  Multiple choice test
4  True/False test
SBG student page 303-304
Collaborative Student Explorations
Look at the group of tools below.

What part of the group of tools is hammers? Mark the answer that tells what part of the group is hammers.
/ Adam cut a round of pizza in half. Then he cut one of the halves into 3 equal parts. He gave 1 of the 3 equal parts to Samantha. Which picture below shows how much pizza Adam gave to Samantha?
Mark your answer.

Second Grade Mathematics Unit 7 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Communication

Unit Seven: Fractions

Suggested 10 days

·  Parts of a whole

·  Parts of a set

8/27/2007 DRAFT 3