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 Strategies About UDL

  • 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.
  • 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).
  • 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.

You must sign in to save this goal.

Common Core Standards

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.

Staircase Goals

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.

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.

Dividing Shapes into Equal Parts Current Goal

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.

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.

Classifying 2-D Figures Using Attributes

By (date), given a 2-D shape, a category (e.g. triangle, quadrilateral, parallelogram, rectangle) that it belongs to, and a possible subcategory (e.g. isosceles, trapezoid, rhombus, square) based on a single attribute (e.g. number of sides, number of equal side lengths, parallel sides, number of equal angles, right angles), (name) will correctly state why the 2-D shape belongs in the given category and whether or not it belongs in the given subcategory by referencing an attribute of the 2-D shape for (4 out of 5) problems.

Drawing Polygons in the Coordinate Plane

By (date), when given (3-8) coordinates of the vertices of a polygon, (name) will draw the polygons by correctly plotting and connecting each vertex in the coordinate plane and then calculate and label the length of each side of the polygon correctly for (4 out of 5) polygons.

Plane Sections of 3D Figures

By (date), given a drawing of a three dimensional figure (i.e. a right rectangular pyramid or prism), (name) will name (verbally or in writing) the shape of the plane section made from cross-section cuts (parallel or perpendicular) correctly for (4 out of 5) figure drawings.

Transforming Two-Dimensional Figures

By (date), when given a two-dimensional pre-image (original figure), (name) will draw or describe the transformed figure (e.g. dilation by a factor of 2; translation left 2 units, up 1 unit; rotation around the origin or a multiple of 90 degrees, or reflection across the x or y axes) for (4 out of 5) problems.