suggested pacing is 1 week
Teacher Tips :
To help students understand the concept of half hour, we recommend teaching the division of shapes before addressing telling time.
This standard is no longer revisited in the curriculum map. At this time the standard is to taught in its entirety.
🌕Students will partition shapes into two and four equal shares. (1.G.3) (SMP4, SMP6)
I can partition circles and rectangles into two and four equal shares. (1.G.3)
I can describe the shares using the words halves, half of, fourths, fourth of and quarters or quarters of. (1.G.3)
I can create models to show my mathematical knowledge. (1.G.3) (SMP4)
I can attend to precision when creating shapes. (1.G.3) (SMP6)
I can describe a partitioned shape whole as two and four of the shares. (1.G.3)
I can understand that decomposing into more equal shares creates smaller shares. (1.G.3)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
fourth whole half quarter part partition equal parts unequal parts
1st grade number talk guide printable & 1st grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Make Ten 3 addends Math Flips
Break apart by place value math flips two-digit plus multi of ten
Subtraction Strategies
count up/think addition math flips within 15
I can partition circles and rectangles into two and four equal shares. (1.G.3)
I can describe the shares using the words halves, half of, fourths, fourth of and quarters or quarters of. (1.G.3)
I can create models to show my mathematical knowledge. (1.G.3) (SMP4)
I can attend to precision when creating shapes. (1.G.3) (SMP6)
I can describe a partitioned shape whole as two and four of the shares. (1.G.3)
I can understand that decomposing into more equal shares creates smaller shares. (1.G.3)
Ready Teacher Toolbox Lesson 23: Break Shapes into Equal Parts-Sessions 1-5
Assessment Tasks 1.G.3 Frayer Model Assessment Proficiency Rubrics 1.G.3
Math in Practice: 1.G.3 - Module 15 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 23 Sandwich Cuts
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
These are activities to give students mixed, spaced practice based on the big ideas for 1st grade math.
Introduce counting routines to do daily such as counting collections info, Counting Routine & Choral counting ideas, Math in Practice p166-67 and Number of the Day templates
skip count using coins: spin the coin spinner and roll a die. Skip count by the value of the coin for the number rolled. Ex: Spinner shows a dime and the die shows 5. Skip count by 10 for 5 dimes. 10, 20, 30, 40, 50.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.