Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Assessment, Formative Assessment
Level:
Lower Primary
Tags:
  • Circles
  • Cl7Assessment
  • Cluster 7
  • Fourth
  • Fourths
  • Geometry
  • Half
  • Halves
  • Partition
  • Parts
  • Polygons
  • Rectangles
  • Shapes
  • Squares
  • Unit 7
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Partitioning Shapes

    T4T Partitioning Shapes

    Overview

    This resource is from Tools4NCTeachers.  

    This is a set of four tasks, which may be used for instruction or assessment.  Each file contains a separate task, rubric, and recording sheets.  Students are asks to parittion shapes into equal parts, with a focus on halves and fourths.

    Remix this resource to include extension ideas or addtional tasks.

    Here is a sample task from this resource.  Click the attachments to view the fully-formatted tasks, rubrics, and support materials.

    NC.1.G.3

    Lunch with Grandma

    Domain

    Geometry

    Cluster

    Reason with shapes and their attributes.

    Standard

    NC.1.G.3 Partition circles and rectangles into two and four equal shares.

    • Describe the shares as halves and fourths, as half of and fourth of.
    • Describe the whole as two of, or four of the shares.
    • Explain that decomposing into more equal shares creates smaller shares.

    Materials

    SF, pencil

    Task

    Provide the materials to the student.  Read the problem to the student:  Two boys are eating lunch with their grandma.  Amir wants his sandwich cut into fourths.  Chris wants his sandwich cut into halves.  Whose sandwich will be cut into smaller pieces?  Use words and a picture to explain how you know.

     

     

    Continuum of Understanding

    Not Yet Proficient

    Response includes 0-1 of the descriptors in “Meets Expectations”

    • Partitions rectangle into two and four equal shares
    • Describes the shares as halves, fourths, half of, or fourth of
    • Describe the whole as two of, or four of the shares
    • Explain that decomposing into more equal shares creates smaller shares

     

    Progressing

    Response includes 2-3 of the descriptors in “Meets Expectations”

     

    Meets Expectations

    Response includes all of the descriptors in “Meets Expectations”

    • Identifies Amir’s sandwich will be cut into smaller pieces
    • Partitions a shape into halves and fourths
    • Correctly describes the shares as halves and fourths
    • Explanation indicates that fourths are smaller shares than halves

     

     

    Standards for Mathematical Practice

    1.  Makes sense and perseveres in solving problems.

    2.  Reasons abstractly and quantitatively.

    3.  Constructs viable arguments and critiques the reasoning of others.

    4.  Models with mathematics.

    5.  Uses appropriate tools strategically.

    6.  Attends to precision.

    7.  Looks for and makes use of structure.

    8.  Looks for and expresses regularity in repeated reasoning.

     

    Two boys are eating lunch with their grandma.  Amir wants his sandwich cut into fourths.  Chris wants his sandwich cut into halves.  Whose sandwich will be cut into smaller pieces?  Use words and a picture to explain how you know.

     

     

    Whose sandwich will be cut into smaller pieces? _____________________

     

    Use words and a picture to explain how you know.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Scoring Examples

    This student received “Not Yet Proficient.”  The student correctly identified that Amir’s sandwich will be cut into smaller pieces.  However, the student did not show partitioned shapes, describe the shares as halves and fourths, or explain why Amir’s pieces are smaller.  This student could benefit from opportunities to partition shapes and describe the parts using math vocabulary.  This would also help the student understand that when comparing fractional pieces, the size of the whole must be the same. 

      

    This student received “Progressing.”  The student identified that Amir’s sandwich would be cut into smaller pieces and partitioned the squares correctly into halves and fourths.  The student stated that fourths are smaller, but did not identify the halves when comparing.  Next steps for this student could include having the student add more details to the explanation.  Ask:  Why are fourths smaller than halves?  How do you know?

     

    This student received “Meets Expectations” because the response includes all of the descriptors in “Meets Expectations.”  Next steps include helping the student to further explain why fourths are smaller than halves.