Kristin Finney, Jeannette Robinson, Andrelyn Alexander
2.G.A.2 Partition a rectangle into rows and columns of same size squares and count to find the total number of them 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Students are expected to take a whole (rectangle or circle) and create equal pieces such as halves, thirds and fourths. Students are expected to use academic vocabulary to describe the parts as halves, thirds, fourths. Students will be able to recognize that the equal parts of identical wholes do not need to be the same shape. This standard builds fraction understanding through manipulation of shapes.
“The first goal in the development of fractions should be to help children construct the idea of fractional parts of a whole – the parts that result when the whole or unit had been partitioned into equal-sized portions of fair shares. “ (Va de Walle and Lovin, Teaching Student – Centered Mathematics: Grades K-3)
Students should have a conceptual understanding of partitioning rectangles into two and four equal shares. (1.G.A.3) Students should have prior experience with using the vocabulary; half of, fourth of, halves and fourths. Students should be able to describe a whole as two of or four of the parts. Students may have life experience with partitioning different objects into equal parts such as food.
Students are expected to build upon 2 nd grade knowledge to understand a fraction as a number. For example, a half turns into ½ Recognizing equivalent fractions ½ = 2/4
Think, Pair, Share Have you ever had to share something before? Hershey’s Candy Bar With your shoulder decide how you could partition the candy bar into two equal shares… do not eat it…yet! Who would like to share? Read Aloud, Give Me Half by Stewart Murphy Exit Ticket