Name: Michelle

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

Common Core State Standards for Mathematics:

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.

Instructional Decision Making:

Knowledge of Learners:
Students are between ages 6-8
Students are eager to please teacher, and
sometimes find it hard to control their
behavior. They have relatively short
periods of interest, and are keenly
competitive, boastful, and overactive.

Instructional Decisions based on this

Knowledge:
Remind students of classroom rules.
o Raise your hand
o Listen
o Be respectful to your peers
o Keep your hands to yourself
o Do not talk when the teacher is
talking

Students at this age are still developing

large and small muscle coordination.

Specific Individual or Small Group Needs:

There are multiple students with known
behavior issues, 5 boys, specifically.

There are 2 English Language Learners in

the class.

We will provide handwriting guides on the

pizza worksheet to assist students with the
fine motor skill of writing.

Differentiated Practices for this Lesson:

We will monitor behavior during the lesson
and assessment to ensure these students
remain on task.
If any of the boys act up during the lesson
and/or assessment, he will be asked to sit
by himself and complete work individually.
ELLs will sit next to Ms. O and Ms. D on
the carpet, so they can receive more direct
instruction.
ELLs will be provided with repeated
instruction.
ELLs will be provided with pictures to
reiterate halves & fourths/quarters.

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:

Come quietly to the carpet.

Return quietly to desks.
Make sure everyone can view demonstrations (have students sit in a circle for Graham
Crackers).
Make sure students follow classroom rules.

Vocabulary:

Halves: 2 equal parts of a whole object

Quarters/Fourths: 4 equal parts of a whole object

Procedure of the Lesson:

Planned Beginning:

Ask students to transfer from their desks to the front carpet.

Ask students to form a circle on the front carpet; Ms. O and Ms. D will be joining the
students on the carpet.
Ask students, Has anyone ever broken or cut anything into equal parts, if so, what?
Explain how you did it.
o Tell students to turn to their neighbor and discuss. Allot 2 minutes for discussion.
o Allow 2 or 3 students to share their experiences to the class. Again, allot 2 minutes for
sharing.
Once the discussion is complete, Ms. O and Ms. D will reveal to students that they will be
learning how to rectangles and circles into equal parts. Specifically, halves and fourths.

Development of New Learning:

Activity 1:

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.

Planned Ending (Closure)

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.

Extra Time (Enrichment):

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:

Students will receive a worksheet for extra practice.

The work sheet will ask students to identify shapes as being broken into halves or quarters.

References/sources:

www.mathworksheetsland.com (Assessment worksheet)

www.teacherspayteachers.com (Jennifer Bates receives credit for the pizza craft)

Worksheets: See below!

Bottom of paper will have a sentence strip that says:

Fill in the Blanks:

My pizza is divided into ____________
(select one: 2 or 4) equal parts,
which are also called ____________
(select one: halves or quarters or
fourths).

Assessment:

Homework Worksheet:

Name_______________ Date _______________

Halves and Quarters

Complete the following problems:
1.

The shape below has been broken into parts.

Identify the shape as being broken into HALVES
or QUARTERS.

Circle: HALVES or QUARTERS

2.

The shape below has been broken into parts.

Identify the shape as being broken into HALVES
or QUARTERS.

Circle: HALVES or QUARTERS