2nd Grade Math Unit 8

Big Idea:

Model fractional parts by cutting solid shapes into equal pieces.

Student Expectations:

Priority TEKS

2.3(C) [Supporting] Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

Focus TEKS

2.3(B) [Readiness] 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

2.3(A) [Supporting] Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words

2.3(D) [Supporting] Identify examples and non‐examples of halves, fourths, and eighths

Ongoing TEKS

2.4(B) [Supporting] add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

Student Learning Targets:

• I will use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.

Essential Questions:

• How can a shape be cut in half?
• What do you know about the resulting shapes when a figure is cut in half?
• How can an object be partitioned into halves, fourth, or eighths?
• What makes an example or non-example of halves, fourths, and eighths?
• What happens to the size of the parts in a whole when the number of parts increases?
• How do you make a whole from equal size parts?
• How can you count fractional parts beyond one whole?

Extra Information:

Adopted Textbook: Pearson - enVision Math

District Grading Policy

Texas Gateway Online Resource Center