Dividing Shapes into Equal Parts

By (date), when given (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will correctly draw lines to divide each shape into the... appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths, quarters), answering (8/10) problems correctly in (4 out of 5) activities.
  • By (date), when given pictorial examples of shapes divided into equal parts to use as a guide for (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will correctly draw lines to divide each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths), answering (8/10) problems correctly in (4 out of 5) activities.
  • By (date), when given pictorial examples of shapes divided into equal parts to use as a guide for (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will work with a peer to correctly draw lines to divide each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths), answering (8/10) problems correctly in (4 out of 5) activities.
  • By (date), when given (10) enlarged versions of shapes (circle, rectangle) on paper with dotted lines that show the shapes appropriately divided into equal parts, (name) will correctly cut and construct each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths), answering (8/10) problems correctly in (4 out of 5) activities.

UDL-Aligned Strategies About UDL

  • Foster collaboration and communication
    Instead of students completing the dividing shapes into equal parts activity independently, teachers can create collaborative learning groups. Each group can be made up of (2) students. One student can draw the equal parts of each shape and the other can select the appropriate matching term (e.g. halves, fourths). After students have completed several problems as a drawer or term selector, teachers can have them switch roles. Teachers can also have students switch partners after each person has had opportunities to complete the task with both roles.
  • UDL II 5.3 Build fluencies with graduated levels of support for practice and performance
    Instead of students having to draw equal parts within shapes and select the term that matches the amount of parts without visual support, teachers can provide students with a poster that students can use as a visual reference to guide them in drawing the appropriate amount of equal parts within each shape and selecting the term that corresponds to the parts (e.g. halves, fourths).
  • UDL I 1.3 Offer alternatives for visual information
    Teachers can provide students with enlarged versions of the shapes on paper with dotted lines that show the shapes appropriately divided into equal parts. Students can keep one copy of the enlarged printed shapes and use another copy to cut the parts of each shape to then physically construct each shape by putting the equal parts back together to re-construct each shape.

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Common Core Standards

1.G.3 Reason with shapes and their attributes
1.G.3 Reason with shapes and their attributes
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.

Standard Staircase

Naming Shapes

By (date) when given flashcards that show (3) different sized representations (e.g. small, medium, large) of (4) shapes (squares, circles, triangles, rectangles), (name) will verbally name each shape scoring (12/12) correctly named shapes in (2 out of 3) shape naming activities.

Recognize Parts of a Given Whole

By (date), after viewing and talking about a shape with the teacher (e.g. “Notice how this circle has no points or sides, it goes around the entire way.”), given (2) choices of shape parts (e.g. 2 halves of a circle, 4 quarters of a square), and prompted by the teacher (e.g. “Point to the pieces that can make the circle.”), (name) will point to the correct shape parts, in (4 of 5) shape-selection tasks.

Identifying Shapes and Solid Figures

Given a set of (4) plane shapes (square, triangle, rectangle, circle) and (4) solid figures (cube, cone, cylinder, rectangular prism), (name) will verbally name the shape and identify it out loud as being a "flat shape" or a "3-D solid figure" with (75% accuracy) or (6/8) correct responses on (4 out of 5) activities.

Recognize Parts of a Given Whole

By (date), after viewing and talking about a shape with the teacher (e.g. “Notice how this circle has no points or sides, it goes around the entire way.”), given (2) choices of shape parts (e.g. 2 halves of a circle, 4 quarters of a square), and prompted by the teacher (e.g. “Point to the pieces that can make the circle.”), (name) will point to the correct shape parts, in (4 of 5) shape-selection tasks.

Dividing Shapes into Equal Parts

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By (date), when given (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will correctly draw lines to divide each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths, quarters), answering (8/10) problems correctly in (4 out of 5) activities.

Recognize Parts of a Given Whole

By (date), after viewing and talking about a shape with the teacher (e.g. “Notice how this circle has no points or sides, it goes around the entire way.”), given (2) choices of shape parts (e.g. 2 halves of a circle, 4 quarters of a square), and prompted by the teacher (e.g. “Point to the pieces that can make the circle.”), (name) will point to the correct shape parts, in (4 of 5) shape-selection tasks.

Divide and Recognize Equal Parts of Shapes

By (date), when given (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will correctly draw lines to divide each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths, quarters), answering (8/10) problems correctly in (4 out of 5) activities.