Académique Documents
Professionnel Documents
Culture Documents
Oosterwijk and
Melissa Dierdorff
Subject: Math
Grade: 1
Class Size: 22
Date/Time:
December 2, 2014 at
12:15
School: Running
Brook Elementary
MATH 323/ISTC 301
Grade 1Geometry
o Reason with shapes and their attributes
o 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.
Instructional objective(s): Students will learn the differences between halves and
fourths/quarters, and identify shapes as being broken into halves and fourths/quarters.
Rational For Lesson: Students should be able to do this in order to understand that
circles and rectangles can be partitioned into two and four equal shares. Students should want to
do this because it will help them partition objects into halves and fourths, and assist with
fractions in their later years.
Assessment: The assessment will ask students to match the pictures, the halves or the
quarters, with their whole. This assessment will be turned in and evaluated by Ms. O and Ms. D.
Multicultural Considerations/Equity
Implications for this Lesson
Measures
Students have shown some confusion with We will review what Graham Crackers
unfamiliar terminology because of their life
are, what a pizza is, and provide definitions
experiences/perspectives.
for halves and fourths/quarters.
Materials:
Front Carpet
White Board
Dry Erase Marker
Graham Crackers (24)
Pre-made Pizzas (24)
Scissors
Paper (24)
Pencils
Crayons
Promethean Board/Pen
Flip ChartHalves & Fourths/Quarters
Matching Assessment (22)
Halves/Quarters Homework (22)
Management Considerations:
Vocabulary:
First, Ms. D will demonstrate how to break a rectangle into halves, then fourths by using
Graham Crackers.
Ms. D will hold up a Graham Cracker.
o First, she will ask students, Do you know what this is? Accept all responses, and
confirm that it is a Graham Cracker.
o Next, she will tell students that it is 1 whole object, but it can be broken into 2 equal
parts; she will break the Graham Cracker in half.
o She will ask students, Without calling out, can someone tell me how many equal
parts we have? Students should recognize that there are 2 equal parts.
o Ms. D will then explain that when an object is broken into 2 equal parts, it is broken
into halves. She will write halves on a white board and its definition: 2 equal parts,
and draw a picture.
o Ms. D will then set the Graham cracker on the ground, placing the halves back
together; she will then explain that the object can be broken another way. She will rebreak the Graham cracker, and break the halves into fourths.
o She will ask students, Without calling out, can someone tell me how many equal
parts we have now? Students should recognize that there are 4 equal parts.
o Ms. D will then explain that when an object is broken into 4 equal parts, it is broken
into quarters or fourths. She will write quarters and fourths on a white board and its
definition: 4 equal parts, and draw a picture.
o Emphasis will to be given to show that the 2 or 4 equal parts can return to 1 whole
Graham Cracker.
Ms. D will tell students that they will now practice splitting Graham Crackers in halves and
quarters/fourths with her. Ms. O will help Ms. D give each student a Graham Cracker, but
before, Ms. D will tell students not to touch their cracker until directed. The Graham Cracker
will be placed on the floor in front of each student. If students cannot follow directions, they
will not participate.
o Students will also be told that they are NOT to eat their Graham Crackers.
Ms. D will lead the students, step by step, through the same procedures she just
demonstrated. As the cracker is broken into halves, and then quarters/fourths she will review
vocabulary.
Once complete, Ms. D and Ms. O will collect all Graham Cracker pieces, and throw them
away.
Ms. D will transfer the lesson to Ms. O.
Activity 2:
Ms. O will show her pre-made pizza to the students. She will ask students, What is this?
She will then demonstrate that her circular pizza can also be split into halves and
quarters/fourths.
She will cut her 1st pizza into halves. She will ask students, Based on Ms. Ds demonstration
with Graham Crackers, how many equal parts of my pizza do I have? Students should
recognize that her pizza is cut into 2 equal parts. Ms. O will encourage students to use their
new vocabulary, and describe the pizza as being in halves.
She will cute her 2nd pizza into quarters/fourths. She will ask students, Based on Ms. Ds
demonstration with Graham Crackers, how many equal parts of my pizza do I have now?
Students should recognize that her pizza is cut into 4 equal parts. Ms. O will encourage
students to use their new vocabulary, and describe the pizza as being in quarters/fourths.
Emphasis will to be given to show that the 2 or 4 equal parts can return to 1 whole pizza.
Now, Ms. O will tell students that they will be making their own personal pizzas and
splitting them into halves or quarters/fourths.
Students will be asked to quietly return to their desks, and wait for materials.
Ms. O and Ms. D will give each student a pre made pizza.
Students will be asked to retrieve scissors from their pencil cases. The pizza will have dotted,
cutting guidelines, students will be told that they can cut their pizza into halves or
quarters/fourths.
Students will glue their cut pizza to a piece of paper, which will have a sentence strip saying,
My pizza is divided into __________ (two or four) equal parts, which are also called
__________ (halves or quarters or fourths). Students will fill in the blanks, and write their
name on the back of their paper.
Ms. O and Ms. D will collect finished work, and give each student an assessment as they
complete their pizza.
Students will be asked to quietly return to the carpet. Ms. O and Ms. D will have a Flip Chart
displayed on the Promethean Board. The Flip Chart will ask students to split specific shapes
into halves or fourths/quarters. Students will use the Promethean pen to draw lines in order to
split the shapes appropriately. (Technology)
Assessment:
The assessment will ask students to match the pictures, the halves or the quarters, with their
whole. This assessment will be turned in and evaluated by Ms. O and Ms. D.
If a student completes his or her assessment early, he or she can flip their assessment over,
and draw rectangles and circles, and practice splitting them into halves and quarters/fourths.
Students may color their drawn shapes if they want.
Higher academic achieving students will be encouraged to draw triangles, split them in half,
and explain why triangles cannot be split into fourths/quarters.
Homework Assignment:
References/sources:
Assessment:
Homework Worksheet: