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The document summarizes a 2nd grade math lesson on fractions that was videotaped for self-evaluation purposes. The lesson included introducing fractions using pictures of pizzas and sandwiches, defining the numerator and denominator, having students identify these parts of fractions, and completing activities where students colored parts of shapes to represent fractions and identified whether fractions matched pictures. The teacher led discussion and used prompts to check student understanding throughout the lesson.

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134 views

Video Ubd

The document summarizes a 2nd grade math lesson on fractions that was videotaped for self-evaluation purposes. The lesson included introducing fractions using pictures of pizzas and sandwiches, defining the numerator and denominator, having students identify these parts of fractions, and completing activities where students colored parts of shapes to represent fractions and identified whether fractions matched pictures. The teacher led discussion and used prompts to check student understanding throughout the lesson.

Uploaded by

api-457015522
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Video Project: UbD

2-Page Practice Template

Video Taped Lesson for Self-Evaluation

Title: Lesson on fractions Subject/Course: Math

Topic: Fractions Grade: 2nd grade

Designer(s): Ms. Aigne

Stage 1—Desired Results

Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)


CCSS 2.GA.3 – Whole numbers, numerators, denominators, fractions

Enduring Understanding(s): Big Ideas Essential Question(s):

Students will understand that… What is a fraction?


What is a numerator?
How does technology help us learn? What is a denominator?

(Knowledge) (Skills)

Students will know… Students will be able to…


Identity the model fractions as equal parts Discuss and exchange ideas about math
Equal parts of a whole or set of numbers Read and write fractions
Stage 2-Determine Acceptable Evidence

Performance Task(s)* (2-3 tasks):

None

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Quiz at the end of observation


Prompts that use rote learning
Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements. Include the learning experiences
addressed in your video-taped lesson that connect with Stages 1 & 2.

Teacher Observation of Ms. Aigne 2nd Grade Lesson on Fractions (27 students)

During observation, students sat on the carpet unless they came to the projector
Teacher stood mainly in front of the projector during the lesson and moved when students needed to access
it
We have been talking about fractions lately
T said, “Turn around.”
T said, “Whole number is the whole piece of pie.” (Use hand motions)
Repeats again, “The whole is the whole piece of pie.”
Uses screen with pictures, “The thing doesn’t want to go up.”
T said, “If…. If I had a sandwich and cut into half, 1 ….2.”
T said, “Count with me, 1, 2, 3,4,5,6. How many pieces with do I have? 6 out of how many? 6?”
T said, “Who likes pizza? Yummy, yummy.”
T said, “Has Brooklyn eaten anything yet? No, she has the whole pizza left.”
T said, “What will we learn today?” Reads objectives off the board
Shows fractions, T said, “Is there a whole up there? Is there a ¾ up there?” Show me (uses two hand
signals for students to express an answer)
T said, “Count pieces….4 out of the 7, How many are colored?”
T said, “What is on top?” T said, “2.” “What is on the bottom?” T said, “6.” “No, ¾.”
T said, “Let’s talk about the fractions.”
T said, “There are two parts of the fractions, the top number and the bottom number.” (Picture of three/four
in yellow and blue)
T said, “Turn to your partner and tell them, the numerator is on top.” Students do.
T said, “2, 1 and awesome…. We know the top name.”
T said, “That bottom number also has a name…denominator. Excellent reading.” The children read the
word denominator off the screen.
T said, “The denominator goes down, can you say this with me?”
T said, “Tell your partner that.”
T said, “And 3, 2, 1 we have another way of remembering, D goes down, d starts with denominator.”
T said, “Let’s take a little quiz here.”
T said, “What is the denominator of the fraction 3/4, give A, B, C, D what is your answer?”
T said, “Denominator goes down, excellent job.”
T said, “What is the numerator for 2/6? Put it by your heart please.”
T said, “Numerator is on top, moves hands to top.”
T said, “Let’s see, let’s see, what is the numerator of this fraction 2/6?”
T said, “Looking for answers, looking for answers.”
C2 comes to board to choose the answer, very good
T said, “Numerator is on top, denominator goes down.”
T said, “Now we need to figure out which goes with which, and we will drag them around to place them
where they go.”
T said, “Show me, show me, you should have a three by your heart.”
T said, “Let’s count to the next one, how many are there? Show me, show me, please.”
T said, “C3, can you please find the next fraction for me? Awesome.”
T said, “Are we ready to count the next spots for me? How many total pieces do we have?”
T said, “Show me how many are on the top? That is a trick question…. How many are on the bottom?”
T and C3 have trouble getting the text by the picture.
T said, “Let’s see if 4/7 matches, awesome blossom.”
C4 said, “We are students that know stuff.”
T said, “We can have sets of different things.” (On the next slide of projector)
T said, “I’m going to wait until I have everyone’s attention.”
T said, “Please do not throw things, that is not appropriate.”
T said, “We are showing the fraction ¾ now.”
T said, “Color of the number of shapes indicated in the fraction.” (Next slide)
C5 colors the squares.
T said, “Does this match what she colored? Tell her good job.”
T said, “We are not talking right now. We are listening.”
T said, “The fractions match when he colored them. Yes, excellent.”
T said, “C6 can you please color 4?”
T said, “How many more does he need? 1 more.”

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