You are on page 1of 3

Partition shapes

Amira Alqadhi

Grade
 2nd grade

Subject
 Math

Length of lesson
 90 minutes (2 days)

Lesson overview/ Rationale


 Students will develop an understanding of partitioning shapes
and naming the equal parts using fractions

Curriculum framework/standard
Michigan Dept. of Education: Standards by Subject

 Geometry: Reasons with shapes and their attributes


“Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves , thirds , half of ,
a third of , etc., and describe the whole as two halves, three thirds,
four fourths. Recognize that equal shares of identical wholes need
not have the same shape”. Pg.20

Learning objectives
 Students will demonstrate prior knowledge of partitioning
shapes
 Students will be able to evaluate the relationship between a
whole and its equal shares
 Students will represent halves, thirds, and fourths using shapes
to create fractions

Technology used
 Projector
 Access to Math Warehouse Games

Math Warehouse

1|Page
Partition shapes
Amira Alqadhi

Materials
 Paper plates
 Cookie
 Worksheets
 White board, markers

Keywords
 Fractions
 Whole
 Half
 Equals
 Partition
 Quarter

Figure 1 Partition shapes

Procedure
 Teacher will assign students in groups of two
 Each group will receive a cookie and will be asked to share it
equally with their classmate

2|Page
Partition shapes
Amira Alqadhi

 Each student will be asked to discuss how many equal halves


was the cookie broken into and how many halves make a whole
cookie
 Teacher will present a video on the projector on Partitioning
Shapes and explain to students the relationship between a
whole and its equal shares. Partition shapes video
 Teacher will reassign students in different groups of two and
pass out paper plates for each student.
 Some will be asked to partition the plate into two equal shares,
some three, and some four
 Each student will be asked to pass the paper plate to the
classmate beside them and using their whiteboards, student
two will write down how many parts it was partitioned into
using the words halves, thirds, and fourths
 Student two will pass the paper back to student one and will be
asked to write the part in fractional form
 Teacher will pass out worksheets for students to work on in
class to help students gain cognitive knowledge
 Teacher will resolve and discuss the solutions for the
worksheets with the students
 Students will recognize that equal shares of identical wholes
must have the same shape as well
 Students will receive more worksheets to work on at home for
further understanding and practice of partition shapes

Assessment
 Teacher will check for understanding during the periods of the
group work and individually assess each group
 Teacher will review students work during guided practices
 Allow students to ask questions they still have
 Have each student make comments about what they have
learned

3|Page

You might also like