- Author:
- DAWNE COKER
- Subject:
- Mathematics
- Material Type:
- Activity/Lab, Teaching/Learning Strategy
- Level:
- Lower Primary
- Tags:

- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs

# Education Standards

# T4T Opportunities for Writing in Math - G.3

## Overview

**This resource is part of Tools4NCTeachers.**

This resource provides suggestions for integrating writing into the math block, while working with standard 1.G.3.

# T4T Opportunities for Writing in Math - G.3

**Here is a sample of this resource. Click the attachment to view the entire, fully-formatted resource.**

**Opportunities for Writing in Math - NC.1.G.3**

- Describe how you would tell a friend what
*half*means. - Describe how you would tell a friend what
*a fourth*means. - Describe what an
*equal share*is by using words and drawings. - Explain what happens to the size of the pieces of a pizza when it is partitioned into more equal parts.

**Explain a Process**

*You have a cookie cake that is a circle. You partitioned it into halves. Draw a picture and explain how you know you made halves.**You and three friends are sharing a pan of brownies. How do you cut the brownies so that everyone gets an equal share? Draw a picture to show how you would**partition it into equal shares?*

**Justify an Answer or Method**

*Draw a rectangle partition**ed in half. How do you know you have half?**Draw a circle and divide it into fourths. How do you know you partitioned it correctly?**You have a chocolate candy bar. Would you rather eat half or a fourth? Why?*

*Create your own word problem about partitioning and sharing something with others.*

*There are two pizzas. Pizza 1 is divided into fourths and Pizza 2 is partitioned into halves. You have a piece from Pizza 1 and your sister has a piece from Pizza 2. Who has a bigger piece of pizza? Explain your thinking.*

**Generalize and Draw Conclusions**

- Give students models or drawings of circles, rectangles, and squares partitioned in either halves or fourths. Ask:
*What do you notice about how these shapes are partitioned? What seems to be the rule?* - Students may use sentence frames such as:

*I noticed…*

*This is happening because…*

*I wonder…*

*I predict it will be _____, because...*

*The rule is…*

- After working with fractions ask students to:
- Create a K-W-L chart
- Develop a list of important things to remember for students learning the new skill.
- Create a poster that includes all the skills that you learned about fractions.

**Reflect**

- Math Journal Prompts
*During today’s math class I felt…**Today I made this mistake… I learned…**I got stuck on the math problem when… I got unstuck by…**I’m glad I can… I wish I could…*