Grade 2 - Fractions Unit
Standards covered:
- 2.3 Number and operations
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2.3A
Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words.
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2.3B
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.
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2.3C
Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.
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2.3D
Identify examples and non-examples of halves, fourths, and eighths.
The Fraction Unit involves the use of fractions to describe equal parts of a whole in order to answer questions such as:
- How can you tell that this circle has been split into eighths?
- Why is this a nonexample of a polygon that has been split into fourths?
- How can you use fraction words to count the equal parts of this paper strip? How can you use fraction words to count the equal parts beyond one whole?
- If the red trapezoid is one-fourth, what is one whole? How do you know?
- Suppose you really like pie. We have two identical pies one of which has been cut into fourths and one of which has been cut into eighths. If you can only eat one piece of pie, which would you rather have—one-fourth or one-eighth? Why?
Summative Assessment Task
Using fractions, students determine if one piece of fruit bar is smaller than another.
Instructional Tasks/Formative Assessments
Students divide a pan of cornbread into four equal shares.
Given two fractions, students determine which fraction is larger.
Students determine how many equal shares of a painting table were used during art class.
Students draw a wooden board divided into thirds.
The N/A classification refers to TEKS Standards that cannot be assessed through problem solving.
For this reason, tasks have not been included for these particular standards.
K.7A K.7B K.9B K.9C K.9D