• Lightbulb Students will begin to lay the foundation for fractions in second grade. Students have experienced fractions in first grade through geometric shapes. Students will partition, or divide into equal parts, objects into halves, fourths, and eighths and name these parts with words. Second grade students do not use or write in fraction notation (a/b) as they use written words to describe the relationship of fractions. Students should also have a great understanding that each fractional part of an object is the same size in area and the same shape and that the orientation of the partitioned parts does not affect the size in area or shape of the parts.


  • Maria, Paul, Jose, Mark, Jenny, John, Melissa, and Donna are sharing a pizza at lunch. How could the pizza be split so each person could have an equal share?
    Explain how the pizza was shared equally and name the part of the pizza that each friend will eat.

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  • 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:
    (A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words


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