Equal and Unequal Parts Unit of Study: Two-Dimensional Geometry Global Concept Guide: 4 of 4

Content Development “In the primary grades the use of models to explore fractions is essential. Students can represent fraction concepts with physical materials and drawings in many different ways. Not only should students use these models, but also they should explore fractional concepts with a wide variety of models so that fractions don’t simply become ‘pie pieces’.” (Van de Walle & Lovin 2006) Be sure students have opportunities to explore fractions in non-obvious ways as well. Students will likely see a vertical or horizontal divide but not necessarily a diagonal or both vertical and horizontal.

Day 1 Essential Question: How can you identify equal and unequal parts in two-dimensional shapes? During day one, children will become familiarized with the terms equal share and unequal share. Wait until day 2 to discuss halves and fourths/quarters. Fractions Are As Easy As Pie Part 1 and Part 2 can be used to introduce this idea using the children’s literature book Give Me Half! Or another book on fractions. Students do not need to learn the term fraction during 1st grade Go Math Lesson 12.8 Listen and Draw p. 513 as whole group Problem Solving p. 516 can be completed with partners to determine equal and unequal parts. Teachers can select student work to discuss and share before moving to On Your Own p. 515. Determine if students should complete independent work. Fraction Shoot: Equal and Unequal parts- is a fun Interactive online activity By the end of Day 1, students will be able to identify equal and unequal parts in two-dimensional shapes.

Day 2 Essential Question: How can a shape be separated into two equal shares? The focus of Day 2 should be on creating and understanding the terms halves. Students should use this terminology, but do not need to learn to write ½. Using the idea of Go Math Lesson 12.9, Listen and Draw p. 517, provide students with two pieces of 4” x 4” square construction paper. Students should fold one piece in half and then fold the other piece in half but in a different way. Look for vertical, horizontal, and diagonal orientations. On Your Own, p. 519 #5-7 can be used as discussion. Are these half why or why not? Finesse the conversation to focus on equal parts. Problem Solving p. 520 require students to work independently on #17 -18. Math Journal, p. 520: Next provide another set of paper die-cut shapes to students-(rectangles or circles) and have them fold in half. Write in journal about how they know what is half and how the two parts are equal. By the end of Day 2, students will be able to separate a shape into two equal parts and describe them as half.

Day 3 Essential Question: How can shape be separated into four equal shares? Go Math Lesson 12. 10 p. 523, Extend the Math Activity: Which Part is Smallest? Students will investigate halves and fourths using “pizza” scenarios. Focus on the Math Talk to guide class discussion. Partition the Pizza this CPalms lesson provides further exploration and a rubric(with video and questions) to help determine student misconceptions and understandings. Students will independently complete On Your Own p. 523. Question #16 should be used as a Check For Understanding. By the end of Day 3, students will be able to separate a two-dimensional shape into equal shares-halves and fourths and justify their thinking using precise language of equal parts.

Day 4 Essential Question: How can you prove that a model is separated into halves, fourths or quarters? Voyages Grade 1 Excursion Lesson- Fraction Fish and Other Friends children explore fractions that express equal parts of a whole. They begin by examining and folding area models and identifying how many equal parts comprise the whole. Don’t use numerator and denominator when discussing or writing fractional parts. Also, do not use Fraction Pictures, p. 212 of Voyages. By the end of Day 4, students will be able to express equal parts and separate models into halves, fourths and quarters.

Enrich/Reteach/Intervention Enrich 12.8 (p. E98) Four Parts, Four Ways Enrich 12.9 (p. E99) Missing Halves Intervention/Small Group: Reteach 12.8 (p. R98) Equal or Unequal Parts Tier 2 (TE p. 513B) Reteach 12.9-12.10 (p. R99 and R100) Halves and Fourths

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