Unit 5, Lesson 1
Nombremos las partes
Grado 3
Preparation
Lesson Narrative
In previous grades, students partitioned circles and rectangles into two, three, or four equal pieces and described the pieces as “halves,” “thirds,” and “fourths.” They used the more concrete term “pieces.”
In this lesson, students extend this understanding to partition rectangles into six or eight equal parts and describe the parts as sixths or eighths, respectively. The term “parts” is used in these materials moving forward, but students recognize that “pieces” and “parts” are interchangeable and can use either one.
In the Lesson Synthesis, students learn the fractions , , , , and as the numbers used to represent the parts described as one-half, one-third, one-fourth, one-sixth, and one-eighth, respectively.
- Action and Expression
- MLR2
- Comprehend (in spoken and written language) that the term “partition” refers to splitting a shape into parts.
- Explain (orally) how to partition shapes into 2, 3, 4, 6, or 8 equal parts.
- Identify (orally and in writing) equal parts as “halves,” “thirds,” “fourths,” “sixths,” and “eighths.”
Required Preparation
- Create a set of cards from the blackline master for each group of 2 students.
- Each student needs 4 copies of the rectangle from the blackline master.
- Have extra rectangles available for students who need more than one try to fold the rectangles into equal parts.
- Create poster for the Activity Synthesis:
| number of equal parts | name of each part |
|---|---|
| 2 | half |
| 3 | third |
| 4 | fourth |
| 6 | |
| 8 |
Teacher Reflection Questions
In grade 2, students learned to partition rectangles and were introduced to halves, thirds, and fourths. How did they leverage their prior experiences as they were introduced to fractions in this lesson?