I.

Content: First Grade Geometry Lesson #3 Time: 40-60 minutes

A. Standards-
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles,
and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite shape, and compose
new shapes from the composite shape.
1

CCSS.MATH.CONTENT.1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the shares using
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter
of. Describe the whole as two of, or four of the shares. Understand for these examples
that decomposing into more equal shares creates smaller shares.
National Content Standard
Using own knowledge, appropriate early learning standards, and other resources to
design, implement, and evaluate developmentally meaningful and challenging curriculum
for each child.
I. Intellectual Development SPA Standard
2. Children represent what they understand about the world through actions, objects, and
words. (no HSCFO)

B. Enduring Understandings and Essential Questions
What do I mean when I say, Lets cut this shape in half?
If half is two equal pieces, how many pieces would I have if I cut this shape into three or
four equal halves?
Can all shapes be divided in half? Three equal halves? Four equal halves?

C. Objectives- Students will be able to compose a 2D or 3D circle/rectangle and partition
it into halves.

D. Real World Connection- Being able to break something into equal parts to share with
a friend or distribute amongst a group of people.

II. Assessment:

A. Formative Assessment: Observe the children partitioning their graham crackers,
pattern blocks, and play dough into equal halves, or three and four equal parts. After the
lesson is over, students will be given an exit ticket. Students will answer the questions on
the Quack-back for teachers to see were they are:
Q-Question (One question I have is...)
U-Understand (Help me understand...)
A- Agree/disagree (I agree/disagree...)
C- Compliment (I think you..)
K- Know more (I would like to know more...)

B. Summative Assessment: N/A



III. Instruction:

A. Anticipatory Set: Give each child a graham cracker. One at a time, ask the children to
break the crackers in half, show the parts to a partner, and ask whether or not the parts are
equal. The parts can be placed on top of the other to help with this determination. Then
the children enjoy munching the halves.

B. Instructional Activities-
1. After the anticipatory set; pull up pictures of shapes they have been learning on the
Smart board. Explain to them that cutting something in half means both pieces have to be
equal, or the same. Explain to them that cutting something into pieces is called creating a
fraction of a whole. (Ask essential questions accordingly)
2. Have pictures up on the Smart board and model cutting them in half. Show examples
of what unequal halves look like so they know when something is not cut in half
correctly. Show examples of cutting objects into three (1/3) and four equal parts (1/4).
Explain that three equal parts means three equal pieces and four equal parts means four
equal pieces. Explain that some shapes can only be equally divided three ways or four
ways depending on the shape. (Ask essential questions accordingly)
3. Have students volunteer to come up to the Smart board using the Smart pen to
practicing cutting objects/shapes in halves, and three or four equal parts.
4. After the Smart board activity, give each child a ball of clay or play dough at his/her
desk with a plastic knife. Model making a ball and flattening it, then cut it into equal
halves.
5. Have the children form a circle by flattening the ball into a pancake. When they are
satisfied with their circle, they cut it in half. Next, have them check to see if the halves
are equal by placing one on top of the other.
6. If they are not equal, students roll a new ball and try again. Challenge them to make
other shapes and divide them into equal halves. Have them see how many different ways
they can divide different shapes into equal pieces whether it is 1/2, 1/3 or 1/4.

i. Lower Level Cognition- Give them an assortment of pattern blocks. Let the students
try to make different shapes from two equal parts. Encourage them to make as many
examples as they can to show one-half. Then move on to three or four equal parts.
ii. Higher Level Cognition- Give these students a page of a triangle, square, rectangle,
and circle. Have them cut out each shape and fold it two equal parts. Next, they cut each
shape in half, matching the halves to be sure they are equal, and glue the halves on
another sheet of paper. This activity can be repeated with 1/3 and 1/4. Let the students
share with you the different ways they divided the shapes in half.
iii. Technology- Smart board

C. Materials-
-Graham Crackers, 1 per student
-Napkins, 1 per student
-Pattern blocks
-Clay or Play dough
-Plastic knives, 1 per student

D. Gradual Release Techniques-
Teacher: Explains phrases: halves, 1/3, , equal parts, fraction of a whole. Shows
examples of equal halves. Models how to cut objects and shapes into equal halves.
Together: Teacher and student use Smart pen to practice cutting 2D objects in equal
halves, 1/3 pieces, and pieces.
Students: Use play dough to make 3D shapes to cut into even , 1/3, or pieces.

D. Closure- Summarize the new phrases they were practicing, halves, equal parts, and
fraction of a whole. Briefly, say that fractions can also be used in measurements (to hint
at what will be introduced within the week).

IV. Reflection: I think fractions are going to take a little longer to understand for 1
st

graders. I think more than two lessons is needed to cover this standard. I think the
students will really enjoy the hands-on activities provided for them in this lesson.

A. What will they and I do next and why? We will explore fractions using measuring
cups so students can discover how many or 1/3 cups it takes to make 1 cup.

Resources

Hands-On Math. Manipulative Activities for the Classroom.
Creating Teaching Press. 1994.