**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.