Lesson Planning of Unit of Fractions
Subjects Mathematics
Grade II
Students` Learning Outcomes
 Recognize and name unit fractions up to 1/12
 Recognize fractions like two third, three fourth, four fifth and so on using 2/3, 3/4…
Information for Teachers
 Division of objects has now been advanced up to 12 parts and mixed parts like 2/3, 3/4, 4/5 and many other combinations.
 Key points will be one out of twelve out of 4, 4 out of 5.
 While teaching the lesson, the teacher should also consult textbook at all steps wherein and whenever it is applicable.
Material / Resources
Writing board, chalk/marker, duster, cards ½, 1/3,, ¼ shapes of different objects like circles rectangles, a list of months in a year properly displayed at some prominent place.
Introduction
 Ask: if you cut an apple in 2 equal parts and take one part how much of the apple do you have? (Expected answer would be as; Half)
 How can we write half in numbers? (Expected answer would be as; ½)
 How can we write one third in numbers? (Expected answer would be as; 1/3)
 How can we write one fourth in numbers? (Expected answer would be as; 1/4)
Development
Activity 1
 Ask the students about their birthdays. They will say different dates and months.
 Ask: How many months in year? (Expected answer would be as; 12)
So one year has 12 parts which are the 12 months.
JANUARY, FEBRUARY, MARCH, APRIL, MAY, JUNE, JULY, AUGUST,SEPTEMBER, OCTOBER,NOVEMBER, DECEMBER

 Ask: How many parts is the year divided in? (Expected answer would be as; 12)
 One month is one part out of 12
 How can we write it?
 (Expected answer would be as; 1/2, 1/3, 1/4, to 1/12)
 Encourage students to use their knowledge to write down the parts of the year in fractions.
 Say that a month can be called as one twelfth of a year (1/12).
 So the month of your birth is 12^{th} portion of the year.

Activity 2
 Draw a rectangle on the board and divide it into three parts. Color the 2 parts to show the expressions of 2/3.
 Ask how many parts of the whole (3)
 How many color parts (2)
 How can we write it 2/3)
 Further explain the concept of three fourth by dividing the shape into 4 equal parts and then shade three portions.
 Always encourage the students to write the fraction.
 Correct if needed.

Activity 3
 Divide the class ingroups.
 Give each group a cut out shape.
 Ask them to think of any number from 112 and divide the shape in that many equal parts (with a pencil and ruler)
 Now cutout out one part from the whole and write the fraction for it.
 How many total parts (10, 7, 8, etc.)
 How many parts do you have? (Expected answer would be as; 1)
 What’s the fraction? (Expected answer would be as; 1/10, 1/8, 1/7, etc.)
 Now say to the students to cutout another part from the shape.
 Now you say How many parts do you have? (Expected answer would be as; )
 How can we show it in numbers? (Expected answer would be as; 2/10, 2/8, 2/7)
 Guide them on how to write these fractions. (Ask each time: how many parts of the whole? How many parts do you have?)
 Practice with different fractions in the same way.

Sum up/ Conclusion
 Conclude that we can divide things into many equal parts and write the fractions for them.
Assessment
 Distribute a sheet with different shapes divided into 12 parts.
 Ask them to color in shape according to the fraction that you say.
Follow up Tasks
 Ask them to make a story about dividing something into equal parts and sharing it.
 The story should mention one or two fractions
 Teacher is also required to involve the students in solving the problems given in the exercise at the end of unit/chapter.