Lesson Created by: Rachel Sauer

Age/Grade: 1st grade

Subjects: Language Arts and Math
PLAN
Ohio Common Core Standards:
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.

L.1.2. Demonstrate command of the conventions of standard English, capitalization,

punctuation, and spelling when writing. b) Use end punctuation for sentences.

ENGAGE
Opening:
First, I will ask students what we already know about fractions. I will pull out the apple
and ask them what words they could use to describe the apple as a fraction. We decided
to use an apple in order to give a concrete example that is relevant to their lives. I will
then have the students draw a picture of the apple in the first box on their paper and write
one sentence about their picture using a word from the academic word bank. (whole,
half, quarter, etc.)
Halves:
Then I will use a knife to cut the apple in half. I will ask students to draw the apple again
in the second box, and then ask questions.
o How many pieces are there now?
o What word could we use to describe these pieces?
o How do the sizes of these parts compare?
o Why couldnt we have just cut a small piece off of the apple and called them
halves?
Ill then prompt them to write one sentence describing their picture using the words
weve just discussed.
Fourths:
I will then take the halves and cut them in halves again to create fourths. I will ask them
to describe what we did to the apple and the new characteristics of the apple pieces.
This allows them to respond to the demonstration verbally through their own thinking
rather than answering questions on a worksheet or answering close-ended questions
prompted by the teacher.
Once again, I will have them draw a picture of the apple pieces in the third box and write
a sentence to support their drawing.
Eighths:
Show students an apple slicer and ask them to think about how many pieces this will cut
the apple in to.
Cut the apple. Give one piece a student and ask him or her to say what fraction of the
apple they have.

Lesson Created by: Rachel Sauer

Give two pieces of the apple to another student and ask them what fraction they have.
Give three pieces to a student and ask them to describe their fraction. Discuss how 3/6 is
the same as .
This last demonstration allows students to expand on their knowledge of fractions and
introducing them to equivalent fractions. Even though equivalent fractions are not part of
the standard, this is something that would challenge the high-achieving students.
Have students discuss with each other and us about fraction relationships. Encourage
other ideas or discoveries with these relationships. (More real-life examples of how
theyve seen fractions.)
Lastly, have them draw their final picture with a supporting sentence.
ASSESS

Student Learning
Objectives:
-I can use the words whole,
halves, fourths, and eights
when writing
-I can partition a fraction
into two or four equal
shares through a drawing
-I can capitalize the first
word in a sentence
-I can end a sentence with
punctuation
-I can spell halves, fourths,
eighths and whole correctly
when given a word bank

Check List
Whole:
____ Student can draw a representation of the apple as a
whole
____ Student can write a sentence using the word whole
____ Student can spell the word whole correctly
____ Student can start a sentence with a capital letter
____ Student can end a sentence with a period
Half:
____ Student can draw a representation of the apple as a
whole
____ Student can write a sentence using the word halves
____ Student can spell the word halves correctly
____ Student can start a sentence with a capital letter
____ Student can end a sentence with a period
Fourth:
____ Student can draw a representation of the apple as a
whole
____ Student can write a sentence using the word fourths
____ Student can spell the word fourths correctly
____ Student can start a sentence with a capital letter
____ Student can end a sentence with a period
*Eighth:
____ Student can draw a representation of the apple as a
whole
____ Student can write a sentence using the word eighths
____ Student can spell the word eighths correctly
____ Student can start a sentence with a capital letter
____ Student can end a sentence with a period
*Only applicable to groups 1 and 2
Math Concepts
English Concepts