Sorry! This resource is only accessible to certain users at this time. We eventually show all the resources to all our users but most likely this one is being used on a research study that requires limiting access to particular users. Please contact our help desk if you believe that there is a mistake.

#### LESSON CONTENT

**Lesson Plan Template: ** General Lesson Plan
**Formative Assessment**

The teacher will determine if a student is understanding at certain decision points as indicated throughout the lesson. If a student is having difficulty partitioning a shape, the teacher will provide the student with the square with lines pre-drawn on it. If a student is having trouble making equal shares, the teacher can fold the paper in half in order to make each share equal.**Feedback to Students**

The teacher will circulate and assist students throughout the guided practice phase of the lesson. At this time the teacher can provide feedback for correctness or help students that are having difficulty.**Summative Assessment**

The teacher will determine if the students have reached their learning goals if students are able to complete the exit ticket correctly. (See closure section.)**Learning Objectives: What should students know and be able to do as a result of this lesson?**

By the end of this lesson, students will be able to partition shapes into halves, thirds and fourths.**Guiding Questions: What are the guiding questions for this lesson?**

How can you cut a shape into equal parts?What are the parts called when you cut the shape into 2 equal parts?

What are the parts called when you cut the shape into 3 equal parts?

What are the parts called when you cut the shape into 4 equal parts?

What happens to the size of the parts when you cut a shape into more parts?

**Prior Knowledge: What prior knowledge should students have for this lesson?**

Students should be able to decompose a shape into 2 or more shapes.Students should be able to partition rectangles and circles into 2 and four equal shares.

Students should be familiar with the vocabulary halves, fourths, and quarters.

**Teaching Phase: How will the teacher present the concept or skill to students?**

The teacher will tell the class that they had just learned how to decompose shapes into smaller shapes. The teacher will ask, "How can we decompose shapes?" (Draw lines on them, cut them, etc.)
The teacher will say, "Today we are going to decompose shapes into equal parts. What does it mean for the shapes to be cut into equal parts?" (The shapes are the same size and the same shape.)

The teacher will pass out the circular pieces of construction paper and scissors. The teacher tells the students that they are now owners of a pizza restaurant. They sell pizzas that are cut into three slices, and each slice must be exactly the same size. Ask students to draw three equal parts on their circle. Students may need to see an example to get them started. Next, have the students cut the shape into three equal pieces. The teacher asks the students to hold up all three of the pieces. The teacher can use this as a decision point to see which students are successful in partitioning a shape. The teacher may want to have extra construction paper circles with lines drawn on the square as a way to differentiate instruction for students that are having difficulty.

**Guided Practice: What activities or exercises will the students complete with teacher guidance?**

The teacher will now tell the students, "We have decomposed our circle into 3 equal parts." Introduce vocabulary word *shares*. "We can call these equal parts *shares*. They are called *shares* because when you want to share a candy bar, each person gets the same amount to be fair. So these equal parts of the circle are called *shares*."

Ask students, "Into how many equal shares did we cut our circle?" (Three.) Say, "These three equal shares can be thirds because we cut our squares in three equal shares. It takes three thirds to make the whole circle. What do you notice about the size of the thirds?" (The thirds are smaller than the whole circle.)

The teacher will pass out the construction paper rectangles to each student. The teacher will now tell the students to cut their rectangles in thirds so there are three equal shares. Ask students to hold up all three of their thirds from rectangle to make sure they are equal. This can be another decision point for the teacher to determine which students understand the concept of equal shares.

Ask students, "How many equal shares did we cut this rectangle into?" (Three.) Tell students, "These 3 equal shares are called thirds also. They are called thirds because you are cutting the whole rectangle into three equal parts." Ask students, "How many thirds make the whole rectangle?" (Three.) Ask students, "What do you notice about the size of the thirds?" (They are smaller than the rectangle and they are made of rectangles.) Ask students if they can cut the same rectangle into thirds another way. (Some students may have cut their rectangle into thirds vertically; others may have cut it horizontally.)

Show students that there is more than one way to partition shapes into equal shares. This is very important for students to understand. During this phase of the lesson, the teacher should circulate and assist students to clear up any misconceptions.

**Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?**

For independent practice, the students can complete the attached worksheet. The teacher can use this time to circulate and assist or differentiate instruction for students that were having difficulty in the teaching phase or guided practice phase.Independent Practice Worksheet thirds.pdf

**Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?**

Exit ticket/Summative assessment – Pass out construction paper circles. Ask students to draw two equal shares on one side of the circle and label each part "half." On the other side of the circle, students should draw lines to partition the circle into three equal shares and label each part "third."

#### ACCOMMODATIONS & RECOMMENDATIONS

#### SOURCE AND ACCESS INFORMATION

**Contributed by: **
Amanda Banek

**Name of Author/Source: **Amanda Banek,

**District/Organization of Contributor(s): **Palm Beach

**Is this Resource freely Available? **Yes

**Access Privileges: **Public

* Please note that examples of resources are not intended as complete curriculum.

Click here to send us your feedback on this resource »
## Like us on Facebook

Stay in touch with CPALMS## Follow Us on Twitter

Stay in touch with CPALMS## CPALMS Spotlight

Our latest quarterly report and updates