Lesson: Properties lesson 15
Lesson Objective
Lesson Plan
Edward Brooke Charter School
I. Curriculum Standards
Identify and represent common fractions (unit fractions up through 1/12) as parts of wholes, parts of groups. Place halves and quarters on the number line. [M.2.8]
II. The Point
How do mathematicians name equal parts of a group?
III. Materials Needed
Copies of 2.10.15 Practice Problems
Copies of 2.10.15 Math Workout
Teacher set of plastic fraction circles and plastic fraction bars
Counters (for modeling groups)
Slates – optional for practice
IV. Lesson Outline
Time: 60 Minutes
30 min. – Fractions as Parts of Groups
15 min. – Math Workout
15 min.  Flexible: Mental Math/ Organizing and Interpreting Data
V. Learning Activities
1. Fractions (30 min.)
In this lesson, students work to solidify their understanding of fractions as parts of groups.
Review the big ideas from Lesson 2.10.15 with students.
Display various quantities of counters on the board or overhead.
Ask students to identify and represent fractional shares of counters.
Mix in examples that require students to identify and represent fractional parts of whole objects (fraction circles and fraction bars).
Examples:
Place 9 red counters and 3 blue counters on your desk.
What fraction of the counters are red?
What fraction of the counters are blue?
Now place 12 counters that are all the same color on your desk.
If 3 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 4 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 6 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 2 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
If 12 people divide up the counters equally/fairly, how many will each person get? What fraction describes their share?
c. Students complete part (or all) of 2.10.15 Practice Problems as guided or independent practice.
There are 6 pages of problems with increasing difficulty. You might begin by having most students work on the first three pages and assess their understanding before asking them to complete pages 46.
2. Math Workout (15 min.)
Students complete 2.10.15 Math Workout.
3. Mental Math (10 min.)
Feel free to use this time for a Mental Math session or for a mini session on organizing and interpreting data. (See “Possible Calendar Math Plan) You can use Calendar Math time to teach whichever standard you choose not to teach here.
Lesson Resources
2.10.15.doc 
36

2.10.15 Practice Problems.doc 
59

2.10.15.WO.doc 
44
