ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (1) 23 :
23. Partition circles and rectangles into two and four equal shares and describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

a. Describe "the whole" as two of or four of the shares of circles and rectangles partitioned into two or four equal shares.

b. Explain that decomposing into more equal shares creates smaller shares of circles and rectangles.
[MA2019] (2) 27 :
27. Partition circles and rectangles into two, three, or four equal shares. Describe the shares using such terms as halves, thirds, half of, or a third of, and describe the whole as two halves, three thirds, or four fourths.

a. Explain that equal shares of identical wholes need not have the same shape.
Subject: Mathematics (1 - 2)
Title: Caring Is Sharing | Rise and Shine: Math Time
URL: https://aptv.pbslearningmedia.org/resource/caring-is-sharing-video/rise-and-shine-math-time/
Description:

2020 Arkansas Teacher of the Year, Joel Lookadoo, needs your help to divide pizza and candy equally among a group of friends! Join in for a lesson on creating equal shares. The worksheet that accompanies this video provides students with the opportunity to practice creating equal shares on their own.


   View Standards     Standard(s): [MA2019] (1) 23 :
23. Partition circles and rectangles into two and four equal shares and describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

a. Describe "the whole" as two of or four of the shares of circles and rectangles partitioned into two or four equal shares.

b. Explain that decomposing into more equal shares creates smaller shares of circles and rectangles.
Subject: Mathematics (1)
Title: Grade 1 Mathematics Module 5, Topic C
URL: https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-c
Description:

During Module 5, Topic C, students build on their concrete work with composite shapes and begin naming equal parts of wholes, specifically halves and fourths (or quarters). Students more closely analyze the same composite shapes created in Topic B, recognizing composite shapes made from equal, non-overlapping parts and identifying halves and quarters within rectangular and circular shapes. In Lesson 7, students explore composite shapes that have been made throughout the module and sort them into two categories of shapes, those made from equal parts and those made from non-equal parts. Students count the number of equal parts that form one whole. Lesson 8 introduces the terms half and quarter, or fourths, to name two equal parts of a whole and four equal parts of a whole, respectively. Students learn half-circle and quarter-circle as the names of shapes and recognize that they are named for their size and shape in relation to a whole circle. Models of rectangular and circular pizzas are used for students to discuss equal parts of the whole. In Lesson 9, students explore halves and fourths more deeply as they identify these parts within circles and rectangles of varying size and dimension. Students recognize that as they partition, or decompose the whole into more equal shares, they create smaller units.


   View Standards     Standard(s): [MA2019] (1) 19 :
19. Tell and write time to the hours and half hours using analog and digital clocks.
[MA2019] (1) 23 :
23. Partition circles and rectangles into two and four equal shares and describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

a. Describe "the whole" as two of or four of the shares of circles and rectangles partitioned into two or four equal shares.

b. Explain that decomposing into more equal shares creates smaller shares of circles and rectangles.
Subject: Mathematics (1)
Title: Grade 1 Mathematics Module 5, Topic D
URL: https://www.engageny.org/resource/grade-1-mathematics-module-5-topic-d
Description:

Module 5, Topic D builds on students’ knowledge of parts of circles to tell time. In Lesson 10, students count and color the parts on a partitioned circle, forming the base of a paper clock. Relating this 12-section circle to the clock, students learn about the hour hand and tell time on both analog and digital clocks. In Lesson 11, students recognize the two half-circles on the circular clock face and connect this understanding with the half-hour. Counting by fives to 30, students see that there are two 30-minute parts that make 1 hour, helping them connect the time displayed on a digital clock with the time displayed on an analog clock. Students notice that the hour hand is halfway through, but still within the hour section on the partitioned paper clock. They tell time to the half-hour on both analog and digital clocks. Students continue to practice these skills in Lesson 12, and in Lesson 13 they extend these new skills to telling time to the hour and half-hour using a variety of analog and digital clock faces.  


ALEX Classroom Resources: 3

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