Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third 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.

Quarter 1

Quarter 2

Quarter 3

Quarter 4

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third 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.

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third 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.

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third 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.

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third 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.

Itâ€™s field day at our school! Four classes must share the rectangular play area equally. Show different ways to share the field and describe the area using the word fourth. What other shape could the play area be to be shared equally with these four classes? Enrichment: Now six classes must share the same area. Show different ways to share the field. Show how to share with eight classes.

Jane went to two different birthday parties on the same day. At the first birthday party, the cake was a square and it was cut into fourths diagonally. At the second birthday party, the cake was the same sized square but it was cut into fourths horizontally. Jane says her piece of cake was bigger at the first party. Is she right? Use drawings to support your answer.

How many different ways can you cut a rectangle into fourths? Show me.

Your family is going on a vacation. You need to leave your dog at the dog care center. The dog care center is an exact square. Three other dogs will be at the dog care center with yoru dog. Create a place for your dog to have an equal amount of space to eat, sleep, and play. What does it look like? Draw your kennel.

About the Math

This standard is the first exposure to some fractional concepts. This experience should allow students to divide circles and rectangles into equal parts. It is not necessary to define these as fractions with a numerator and denominator. Instead the focus should be on the terms halves, thirds, and fourths. When we divide a circle into two, three, or four equal parts, they can be described by half, thirds, and fourths. Emphasize that it takes two halves, three thirds, and four fourths to make the circle or rectangle. Essential vocabulary for this standard includes: equal shares, whole, halves, thirds, and fourths(online dictionary, visual mathematics dictionary, HCPSS Vocabulary Cards).

The Illustrative Mathematics tasks below demonstrate the expectation for this standard.

Correct Shares (Van De Walle, K-3, p 257). Provide a variety of examples of circles and rectangles that are divided into equal parts and others that are divided into non-equal parts. Have students identify the wholes that are correctly divided into equal parts and those that are not. For each response, have students explain their reasoning. Also have students identify what one of those pieces is called and also describe the whole (ex-two halves, three thirds, four fourths).

Relate the face of a clock to a fraction circle to recognize quarters and halves. Also elicit from the students, that 25 cents is 1/4 of a dollar and 15 minutes is 1/4 of an hour.

Pattern blocks provide practice with halves, thirds, and sixths (when the hexagon represents the whole).

Use fraction bars, fraction factory or another manipulative to represent fractions.

Ask students to show that 4/4 = 1 whole. Have students discover that when the numerator and denominator are the same, the fraction represents one whole (2/2, 3/3, 6/6, 8/8).

Use Cuisenaire Rods to make a one-color rod train to show equivalent fractions.

Note: Students do not need to represent fractions with standard fraction notation (numerator/denominator)

## Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third 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.

Quarter 1Quarter 2Quarter 3Quarter 4Increasing Rigor

This standard is the first exposure to some fractional concepts. This experience should allow students to divide circles and rectangles into equal parts. It is not necessary to define these as fractions with a numerator and denominator. Instead the focus should be on the terms halves, thirds, and fourths. When we divide a circle into two, three, or four equal parts, they can be described by half, thirds, and fourths. Emphasize that it takes two halves, three thirds, and four fourths to make the circle or rectangle. Essential vocabulary for this standard includes:About the Mathequal shares, whole, halves, thirds,andfourths(online dictionary, visual mathematics dictionary, HCPSS Vocabulary Cards).The Illustrative Mathematics tasks below demonstrate the expectation for this standard.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)Teaching Student-Centered Mathematics, K-3Shapecard BLMCorrect Shares(Van De Walle, K-3, p 257). Provide a variety of examples of circles and rectangles that are divided into equal parts and others that are divided into non-equal parts. Have students identify the wholes that are correctly divided into equal parts and those that are not. For each response, have students explain their reasoning. Also have students identify what one of those pieces is called and also describe the whole (ex-two halves, three thirds, four fourths).Note: Students do not need to represent fractions with standard fraction notation (numerator/denominator)

## Learnzillion Video Resources (4 Lessons)

Additional Lesson Set from Learnzillion:Print Resources:Hands On Standards (1-2)Recognizing Fractions, pages 60-61Identifying Simple Fractions, pages 62-63Roads to Reasoning- Grade 2What's "Fair?"pages 20-21SuperSource: Tangrams K-2Same and Differentpages50-53

SuperSource: Snap Cubes K-2pages 62-65

Web ResourcesGames and CentersLessonsStudent ResourcesVideo SegmentsOnline activity

Lesson plan

Online activityhalves & quarters

YouTube: Math with Mr. Almeida

Online activity

thirds

Lesson seeds

YouTube: Math with Mr. Almeida

Public Schools of NC

see 2.G.3a-d

YouTube: Math with Mr. Almeida

Inside Mathematics

Performance Task

Children's Literature:Eating FractionsMc Millan

Fraction ActionLoreen Leedy

Hershey's Milk Chocolate FractionsPallata

Give Me HalfStuart Murphy

Only One, Marc HarshmanQuestions/Comments:Contact John SanGiovanni at jsangiovanni@hcpss.org.

Use and Sharing of HCPSS Website and ResourcesHoward County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.