LEARN NC

K–12 teaching and learning · from the UNC School of Education

Making Equal Shares

This activity is designed to connect literature and math. The students will use manipulatives and literature to reinforce the concept of equal sharing.

A lesson plan for grade 2 English Language Arts and Mathematics

By Tara Almeida

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Learning outcomes

Students will:

  • understand the concept of equal sharing through literature.
  • use related manipulatives to show equal shares.
  • explain solution through pictures and writing.

Teacher planning

Time required for lesson

45 minutes

Materials/resources

  • The Doorbell Rang by Pat Huthchins Ed edition (May 1986) Greenwillow; ISBN: 0688052517
  • Pre-cut construction paper “chocolate chip” cookies(approx.80-100)
  • Index cards with a problem written out for each group
  • Ziploc bags (to put cookies and card for each group)
  • Sheets of Drawing paper (1 per student)

Technology resources

None.

Pre-activities

Introduce the concept of sharing by talking with class about times they’ve had to share. After an initial reading of the book The Doorbell Rang by Pat Huthchins, ask students what the problem in the story was. Talk about how the problem was solved (by sharing). Introduce the concept of “division” into equal amounts as a way to solve the problem. After the story, review the concept of how we share equally, and how the cookies in the story were shared equally.

Activities

  1. After reviewing the story and concept, the teacher will show the students by example how to share X amount of cookies between X number of people. The teacher will draw a picture of the solution to the sharing problem. Then the teacher will write the mathematical sentence below the picture (24/6 = 4).
  2. Students will be placed in small groups of 4-5. Each group will be given a bag containing a certain amount of paper cookies and an index card with a question written out on it (i.e., How can you equally share these 24 cookies with six people?)
  3. The groups will work together to use the paper cookies to work out their problem.
  4. Each group will then draw a picture of their solution. Groups will write the mathematical problem and solution below the picture (e.g., 15/5 = 3).
  5. Each group will share their pictures and orally explain how they solved their problem to the rest of the class.

Assessment

  • Group monitoring during the activity
  • Verbal explanations of solutions
  • Completed drawings
  • Correct mathematical equations
  • A rubric for assessing group work could be developed by the teacher see Relevant Web Sites for assistance

Supplemental information

None.

Related websites

http://www.4teachers.org

Comments

A great way to close up this lesson is to share some real chocolate chip cookies!

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 2

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.03: Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).
    • Objective 3.04: Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.04: Use oral communication to identify, organize, and analyze information.
    • Objective 4.05: Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

Mathematics (2004)

Grade 2

  • Goal 1: Number and Operations - The learner will read, write, model, and compute with whole numbers through 999.
    • Objective 1.02: Use area or region models and set models of fractions to explore part-whole relationships in contexts.
      • Represent fractions (halves, thirds, fourths) concretely and symbolically.
      • Compare fractions (halves, thirds, fourths) using models.
      • Make different representations of the same fraction.
      • Combine fractions to describe parts of a whole.
    • Objective 1.03: Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form).