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U n t er r i ch t spl a n
M o d e l Quart e rs
Altersgruppe: 1st Gr ade , 2nd Gr ade
Mathematics Florida Standards (MAFS): 1.G.1.3
Riverside USD Scope and Sequence: 1.G.3 [1.2]
Oklahoma Academic Standards Mathematics: 1.N .3 .1, 1.N .3 .2
Virginia - Mathematics Standards of Learning (2009): 1.3 , 2.3 a,
2.3 b, K .5
Common Core: 1.G.A .3
Nebraska Mathematics Standards: M A .1.3 .1.b
Fairfax County Public Schools Program of Studies: 1.3 .a.1, 1.3 .a.2,
1.3 .a.3 , 1.3 .a.4 , 1.3 .a.5 , 1.3 .a.6, 2.3 .a.1, 2.3 .a.2, 2.3 .a.3 ,
2.3 .a.4 , 2.3 .a.5 , 2.3 .b.1, K .5 .a.1, K .5 .a.2
Georgia Standards of Excellence: M GS E 1.G.3
Virginia - Mathematics Standards of Learning (2016): 2.4 .a, 2.4 .b,
2.4 .c
Online-Ressourcen: K no w t he H al f o f i t
Opening
T eacher
present s
St udent s
play
Class
discussion
Challenge
5
10
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15
10
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min
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min
ZIE L E :
E x pe r i e nc e problem solving using fractions.
P r ac t i c e the concept of quarter.
L e ar n to apply the language of fractions to solving problems.
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De v e l o p skills to recognize and model quarters of geometric
shapes.
Ope ni ng | 5 min
Display:
Fold the piece of paper into half. Then fold it into half again so you have four
equal parts. Have students do the same.
A s k the students to open up their paper and look at the four parts.
S a y : We have folded a square piece of paper into 4 parts.
A s k : Are the four parts the same size?
Yes
S a y : The square piece of paper has four equal parts. We call each part one
quarter.
Write: Each part is one quarter.
S a y : One quarter is 1 out of 4 equal parts.
A s k : How many quarters make up one half?
Two
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S a y : That’s right! There are two quarters in one half. One quarter is half of a
half.
Display:
T e ac he r pr e se nt s K no w t he H al f o f I t – H al v e s and
Quar t e r s | 10 min
Present Matific’s episode K n o w t h e H a lf o f I t – H a lv e s a n d
Qu a r t e r s .
The goal of the episode is to practice the concept of halves and quarters.
Students will be required to place a geometric shape such that it satisfies a
given requirement related to half or quarter of it.
Some questions are similar to the following:
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S a y : Read the instructions.
Students read: Place at most quarter of the circle on Zone B.
A s k : How much of the circle needs to be on Zone B?
Give the students an opportunity to suggest answers. Some may suggest
that it is a quarter. If so, repeat the instruction, emphasizing the language.
S a y : AT MOST a quarter of the circle on Zone B.
A s k : What does that mean?
That no more than a quarter of the circle must be on Zone B.
A s k : Can we have more than one quarter on Zone B?
No
A s k : Can we have less than one quarter on Zone B?
Yes
A s k : Can we have exactly one quarter on Zone B?
Yes
S a y : Right, NO MORE than one quarter can be on Zone B. This means that we
can have one quarter or less on Zone B.
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Model a few examples and have the students suggest if that is a possible
correct answer.
For example:
A s k : Is this correct?
Yes
Prompt students to explain their thinking.
S t ude nt s pl ay K no w t he H al f o f I t – H al v e s and Quar t e r s |
10 min
Have the students play K n o w t h e H a lf o f I t – H a lv e s a n d Qu a r t e r s
on their personal devices. Circulate, answering questions as necessary and
ensuring that the students are reading and understanding the language of the
questions.
Students requiring support can practice their understanding of halves by
playing K n o w t h e H a lf o f I t – H a lv e s .
C l ass di sc ussi o n | 15 min
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Display:
S a y : We have already divided our squares into quarters. Let’s find other ways
to fold the paper to get quarters.
Give each student another 3 or 4 square pieces of paper. Emphasize to the
students that we get quarters when the paper is divided into four equal parts.
Have them fold a square piece of paper another way to get quarters.
A s k : What do we know about quarters?
Possible answers include: there must be 4 equal parts, one quarter is one out
of four parts, four quarters equal one whole, two quarters is the same as one
half, a half is made up of two quarters, half of a half is a quarter.
Display:
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ABCD
A s k : Which of these shapes has been split into quarters?
Shape A only.
Allow time for students to offer answers and have them justify their
responses using the language of fractions and quarters. Reiterate that for a
shape to be split into quarters, it must have four equal parts.
C hal l e nge | 10 min
Display:
Provide each student with this grid.
S a y : Shade a quarter of this shape.
Circulate, answering questions as necessary. If students complete this
quickly, provide them with another grid and ask them to find another way.
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There are many possible answers. Some answers include:
Students requiring further practice and consolidation with quarters be
provided with a modified grid like this:
If they can achieve this, they should also be challenged to find another way.
Possible answers:
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