<p>Using fractions to name the equal parts, students will learn how to divide shapes into equal parts. Students are going to:<br>- divide rectangles and circles into two, three, or four equal portions.<br>- use halves, thirds, and fourths to identify equal parts of circles and rectangles.</p>

<p>- How are real-world situations or problems represented or sketched using spatial relationships, such as shape and dimension?&nbsp;<br>- What scenarios can be modeled, described, and analyzed using geometric properties and theorems?&nbsp;<br>- What relationships in mathematical contexts can patterns be used to describe?&nbsp;<br>- How can identifying regularity or repetition help with problem-solving efficiency?&nbsp;<br>- How can mathematical reasoning and problem-solving&nbsp;be aided by applying the properties of geometric shapes?</p>

<p>- Fourth: One of four equal parts of a whole.&nbsp;<br>- Fraction: A part of a whole. Fractions have numerators and denominators.&nbsp;<br>- Half: One of two equal parts of a whole.&nbsp;<br>- Third: One of three equal parts of a whole.</p>

<p>- scissors<br>- circles cut from paper, 4” in diameter, at least three for each student; or use the Partitioning Circles sheet (M-2-5-2_Partitioning Circles), one copy for each student<br>- Partitioning Circles into Thirds sheet (M-2-5-2_Partitioning Circles into Thirds), one for each student<br>other shapes cut from paper, including triangles, pentagons, and hexagons; or use the Partitioning Shapes sheet (M-2-5-2_Partitioning Shapes), one copy for each student<br>- student dry-erase boards or math journals<br>- exit ticket (M-2-5-2_Exit Ticket Lesson 2 and KEY), one copy for each student<br>- Expansion sheet (M-2-5-2_Expansion)</p>

<p>- Utilize the exit ticket (M-2-5-2_Exit Ticket Lesson 2 and KEY) to evaluate students' comprehension of dividing shapes into equal segments. For each student, make a copy of the exit ticket. After&nbsp;the class, distribute the tickets and gather them as the students leave.<br>- While pupils divide shapes into equal parts, pay attention to what they are saying and watch what they do.</p>

<p>Explicit instruction, modeling, scaffolding, and active engagement&nbsp;<br>W: Use paper cutting and folding activities to introduce students to equal parts of a whole. Make sure you explain to them that not every fold will divide the whole into equal pieces.&nbsp;<br>H: Ask students to estimate how to divide a cookie (circle) into two, three, and four equal portions for sharing. Then, have them draw the cut lines.&nbsp;<br>E: Give the students more shapes to divide into thirds, halves, and fourths.&nbsp;<br>R: Evaluate the terminology used to identify the equal parts and talk about methods for figuring out whether the parts are equal.&nbsp;<br>E: Ask students to name shapes that have divisions into thirds, halves, and fourths. Students can also be asked to identify shapes whose parts are not equal in size and thus have not been divided into halves, thirds, or fourths.&nbsp;<br>T: Teach students to find the halves, thirds, and fourths of various shapes, sets, and even human groups so they can get acquainted with the various ways these unit fractions are represented.&nbsp;<br>O: This lesson involves dividing shapes into equal parts, such as halves, thirds, and fourths.&nbsp;</p>

<p>The first part of the lesson involves the students talking about how to split a cookie in half so that each person receives the same amount. Next, the class will investigate how to divide shapes into halves, thirds, and quarters using folding and cutting techniques. The purpose of the folding and cutting exercises is to teach students that when naming fractions, all of the parts need to be the same size. At a workstation, students who require more practice with these activities can fold well-known shapes into halves.<br><br><strong>"Have you ever had a cookie that you had to share with someone else, like a cousin, friend, brother, or sister? How did you divide the cookie so that you each received the same quantity?"</strong><br><br>Give every student a paper circle that is 4" in diameter, or utilize the Partitioning Circles worksheet (M-2-5-2_Partitioning Circles). Display a circle made of paper. Tell students to imagine it's a delicious chocolate chip cookie. To start the class, call on two students to step up front. Ask the question, <strong>"How could we cut the cookie so both you and your friend get the same amount?"</strong>&nbsp;Invite students to illustrate their suggested cut lines on their cookies as a way of offering their suggestions. Say, <strong>"Now, using scissors, determine if cutting the cookie on this line gives each person the same amount of cookie."&nbsp;</strong>Allow students to cut along this line and calculate whether or not each person would receive an equal amount of cookies if the final pieces were all the same size. Ultimately, a lot of students will consider comparing the sizes of the two pieces by placing one on top of the other. After students appear to have finished cutting and checking the sizes of their pieces, ask,<strong> "Did both people get the same amount of cookie when you cut on the line you drew? How did you determine whether or not everyone received the same amount?"</strong>&nbsp;Let the students describe how they determined the pieces' relative sizes.<br><br>Give each student an additional 4-inch-diameter paper circle. Show the paper circle and say, <strong>"This is the cookie again."&nbsp;"If this were a cookie, fold it so that you and your friend receive the same quantity."&nbsp;</strong>When students appear to be finished folding, ask, <strong>"Did both people get the same amount of cookie when you folded your cookie? How did you determine whether or not everyone received the same amount?"</strong>&nbsp;Some students might advise creasing and folding the paper cookie in half to determine the correct fold line. Explain what "half" and "halves" mean. Remind the students that a cookie consists of two equal parts, each of which is referred to as one-half of the cookie. A cookie is made up of two halves.<br><br>Ask students to adhere their divided cookies, using tape or glue, to their math journals. Ask them to write the word&nbsp;half and the fraction&nbsp;in each of the two equal sections of the circle, and write<br>2 halves = 1 whole below the circle.<br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706674852792.jpeg" width="232" height="251"><br>Give each student a circle of paper that is 4" in diameter. Pick up a paper circle. Invite four students to the front of the class. <strong>"If this were a cookie, how would you cut it so that each of these four friends received the same amount?"</strong>&nbsp;Give the students a task: fold the circle into four equal parts. When students appear to be finished folding, ask, <strong>"How did you fold your cookie so that you had four equal parts? How do you know that every component is the same size?"</strong><br><br>While the students are working, walk around and evaluate their assignments. Once the students have finished folding, have them cut along the lines to ensure that the size of each part is the same. Divided into fourths, students should tape or glue their circles into their math journals. Instruct them to write 4 fourths = 1 whole below the picture and to write the word "fourth" and the fraction in each of the circle's four equal parts.<br><br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706674870372.jpeg" width="227" height="304"><br>Give each student a circle of paper that is 4" in diameter. Pick up a paper circle. Ask students, <strong>"If this was a cookie, how could you cut it so that the three of you—you and two of your friends—got the same amount?”</strong>&nbsp;Ask students to attempt cutting or folding the circle into three equal pieces. Ask students, <strong>"Were you able to fold or cut your cookie so you have three equal parts?"</strong> after they have had a chance to comprehend how difficult this task is.&nbsp;Describe how it is frequently more difficult to divide shapes into three equal parts than into two or four equal parts.<br><br>Give every student a 4-inch-diameter piece of paper with cut-out lines showing the circle's thirds (M-2-5-2_Partitioning Circles into Thirds). Ask students to cut the cookie into three equal parts using the scissors to confirm that this is indeed how it is divided.<br><br>Once students have completed cutting their thirds, they should adhere their circles to their math journals using tape or glue. Instruct them to write 3 thirds = 1 whole below the image, and to write the word "third" and the fraction in each of the circle's three equal parts.<br><br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706674884675.jpeg" width="280" height="301"><br>&nbsp;<br>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;3&nbsp;thirds&nbsp;= 1&nbsp;whole<br>Using the Partitioning Shapes sheet (M-2-5-2_Partitioning Shapes), give each student three copies of each shape (triangles, squares, and rectangles), for a total of nine shapes per student. Assign students to divide each shape into thirds, halfs, and quarters. Additionally, students ought to adhere or attach these shapes to their math journals. Students will find it most difficult to partition the shapes into thirds. To divide some shapes into thirds, your class might need to collaborate.<br><br><strong>Extension:</strong><br><br>To meet your students' needs throughout the year, implement the strategies and activities listed below.<br><br><strong>Routine:</strong> Review unit fractions, including halves, thirds, and fourths, whenever an opportunity to do so naturally presents itself in the classroom. Ask the students to decide how many are in half the class; for instance, if half of the class gets to line up first for lunch. Divide groups of shapes and objects into halves, thirds, and fourths whenever the chance presents itself.<br><br><strong>Expansion:</strong> When they are ready, students can attempt dividing other shapes into thirds, halves, and quartets. Students can cut out a trapezoid, pentagon, hexagon, and octagon from the Expansion resource (M-2-5-2_Expansion).<br><br><strong>Small Groups:</strong> Set up a workstation so that you can examine and practice dividing shapes into two halves. Place paper shapes that students can fold in half at their workstations. These shapes should include squares, equilateral triangles, isosceles triangles, rectangles, pentagons, and hexagons. Assist students in understanding symmetrical and asymmetrical figures by providing them with number-labeled regular and irregular shapes. Encourage students to fold the shapes in various ways to see if there are any other ways to fold them in half. Give the students these same shapes to fold into fourths. Ask them to list all the shapes they were able to fold into halves, sorted by number. Ask them to color in their fold lines with crayons. Students can present their work to the class.</p>