Transcript Equal Partitioning Unit of Study 10: Geometry and Fractions Global Concept Guide: 3 of 3 Content Development Children seem to understand the idea of separating.

Equal Partitioning
Unit of Study 10: Geometry and Fractions
Global Concept Guide: 3 of 3
Content Development
Children seem to understand the
idea of separating a quantity into
two or more parts to be shared
fairly among friends. They
eventually make connections
between the ideas of fair shares and
fractional parts (Van de Walle,
2006).
Students partition rectangles
into rows and columns.
Students frequently mix up
rows and columns. Rows are
horizontal, Columns are
vertical.
Content Development
Learn Zillion video ~
 3500- Partition a Rectangle into Rows
 3553 Partitioning a Rectangle into Columns
 3516 Find the Number of same-Sized Squares in a Rectangle
 2440 - Describe Fractions of Rectangles
 2491 - Partition Rectangles into Equal Shares Multiple Ways
 2441 - Describe Fractions of Rectangles by Counting Equal Shares
 2604 - Count Fractions of a Whole Using Fraction Strips
 2658 - Compare Equal Shares from Different Wholes
 This GCG will help students build conceptual foundation for fractions in later grades.
Day 1
 Essential Question: How do you find the total of same-size squares that will
cover a rectangle?
Possible Engage:
Provide each student with a regular size Post-it note (3 x
3).
Give each student one color tile.
Have students predict how many color tiles it will take
the cover the entire Post-it without overlapping.
Have students place and trace the color tile on the post-it.
Students can count the squares to determine how many
squares will cover the post-it.
Day 1 continued
 Day 1 should be spent using manipulatives to determine how many squares will fit
within different rectangles.
Once students complete the
Post-it task, engage them in the
following task:
Students struggle with correctly identifying rows and
columns. Encourage them to describe their rectangles
as having certain amount of rows and columns.
To extend the learning, provide students with a
rectangle that is similar to the one on the right. Have
students look at the square tile and determine how
many it would take to cover the rectangle.
Elements of Go Math Lesson 11.6 can be used to help students solidify their
understanding of partitioning rectangles into equal-sized squares.
By the end of Day 1, students will be able to partition rectangles into equal-sized
squares.
Day 2
 Essential Question: What are halves, thirds and fourths of a whole?
 Possible Engage:
 Group students in pairs.
 Provide each pair of students 3 post-it notes.
 Have students discover how they can split the post-it note into two equal parts.
 Facilitate a discussion on how students determined the post-it note was split into two equal parts. Some
questions you might ask:
 How can you prove your post-it note is split into two equal parts?
 Is there another way you could have split your post-it into two equal parts?
 What do we call something when it is split into two equal parts? (This is a great place to introduce the
vocabulary term “halves”)
 Repeat the task and have students split their post-it into thirds.
 Repeat the task and have students split their post-it into fourths.
Additional ideas:
To build students conceptual understanding give
them opportunities to use pattern blocks and
folding paper to partition shapes into halves,
thirds, and fourths. It is important to model
precise vocabulary and insist students use precise
vocabulary to ensure they develop an
understanding of halves, thirds, and fourths.
Day 2 continued
Elements of Go Math lesson 11.7 may be used on this day to build understanding of
halves, thirds, and fourths.
By the end of Day 2, students will understand the difference between halves, thirds,
and fourths.
Day 3
 Essential Question: How do you find a half of, a third of, and a fourth of a whole?
 The focus of this day is for students to partition shapes into halves, thirds, and fourths.
Students should also recognize that, when partitioned, they represent equal parts of the
whole.
 Exposing students to examples and non-examples of halves, thirds, and fourths will
build their understanding that it has to be equal parts.
 Example:
Non-example
Example
 Possible Engage:
Day 3
 CPALMS: Problem Solving Tasks - Which show One Half
 Dividing Circles into halves, thirds, and fourths
 Elements of Go Math lesson 11.8 may be used on this day. Refer to GCG for the
essential components of this lesson.
 By the end of Day 3, students will be able to partition various shapes into
halves, thirds, and fourths.
Day 4
 Essential Question: How can drawing a diagram help when solving problems about
equal shares?
 This day is focused on using a diagram to solve word problems involving partitioning
shapes.
 Possible Engage Idea:
 The Shape Puzzle listed on the GCGs under lesson ideas may be used on this day.
 Go Math lesson 11.10 should be used on this day. It has several appropriate word
problems to give to students.
 Elements of Go Math lesson 11.9 may be used on this day.
 By the end of Day 4, students will understand that equal parts and how to partition a
shape in halves, thirds, and fourths.
Enrich/Reteach/Intervention
Reteach








Reteach p. R104
Reteach R105 or E105
Reteach R106
Reteach R107
Reteach R108
ELL Language Support TE p. 537B, 541B
Mega Math: Equal and Unequal Parts
Mega Math: Halves and Fourths
Enrich





Enrich TE p. 533B
Enrich p.E104
Enrich p.E106
Enrich p.E107
Enrich p. E108