MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Introduction
Standards 2.3(A), 2.3(B), 2.3(D)
1 Divide Circle A into halves. Divide
Circle B into fourths.
Circle A
Circle B
Which circle has more pieces?
Answer __________________
3 Colleen wants to cut a card
into fourths. Draw lines on the
rectangles to show 3 different
ways she can cut the card.
4 Susie cuts a string into fractional
parts for a project.
Which circle has larger pieces?
Answer __________________
Circle the word to make each
sentence true.
The circle with (more / fewer)
equal parts has larger pieces.
The circle with (more / fewer)
equal parts has smaller pieces.
2 Trace the dotted lines to divide
the octagon into eighths. Then
shade six parts to show six
eighths.
How many equal pieces does
Susie make? ___________
Use words to name 1 piece of
the string. _____________
Use words to name 5 pieces of
the string. _____________
5 Look at the square below.
Does the square show halves?
Answer __________________
Explain your answer.
_________________________
_________________________
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Guided Practice
Standards 2.3(A), 2.3(B), 2.3(D)
1 Eloy colors three fourths of a
shape. Which could NOT be
Eloy’s shape?
3 Helen has an L-shaped closet.
She wants to use half the closet
for clothes and half for toys.
Which picture shows a way
Helen could partition her closet?
�
�
toys
clothes
2 Ms. Farr asks 3 students to
divide a circle into eighths.
Their answers are shown below.
toys
clothes
�
toys
�
�
toys
�
clothes
�
�
clothes
4 Kason and Lyle each have equal
strips of gum, as shown below.
Kason
Lyle
Pedro
Ray
Wally
Whose answer is correct?
Kason cuts his gum into halves.
Lyle cuts his gum into eighths.
Which statement about the gum
is true?
� Kason’s pieces are smaller
than Lyle’s pieces.
� Pedro
� Ray
� Pedro and Ray
� Pedro, Ray, and Wally
� Kason makes two cuts in his
gum.
� Lyle makes eight cuts in his
gum.
� Lyle’s pieces are smaller than
Kason’s pieces.
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Independent Practice
Standards 2.3(A), 2.3(B), 2.3(D)
3 Taylor has a square piece of
paper. She cuts it into fourths to
use in a scrapbook. Which does
NOT show fourths?
1 Jodi divides a trapezoid into
equal parts. She shades the
parts, as shown below.
What fractional part of the
trapezoid does Jodi shade?
�
�
�
�
� two fourths
� one half
� two eighths
� two halves
4 Fred divided these gures into
fractional parts and shaded one
part.
2 Ms. Rollins gives each of her
3 children a cookie.
Dez
Art
Renee
Dez divides his cookie into
eighths. Art divides his cookie
into fourths. Renee divides her
cookie into halves. Which is true?
� Art has fewer pieces than
Dez.
� Art has smaller pieces than
Dez.
Which figure shows one eighth
shaded?
� Only the rectangle
� The rectangle and the
hexagon
� The rectangle and the
octagon
� The triangle and the hexagon
� Renee has smaller pieces
than Art.
� Renee has more pieces than
Dez.
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Assessment
Standards 2.3(A), 2.3(B), 2.3(D)
1 Shayla baked a cake. Her brother
ate three eighths of the cake.
Shayla drew a picture of her
cake. She shaded the parts that
her brother ate. Which could
NOT be Shayla’s drawing?
3 Lexie divided these hexagons
into 2 parts and shaded one
part.
Which shaded parts cover half of
the hexagon?
� Only the shaded trapezoid
�
�
� Both the shaded triangle and
the shaded pentagon
�
� Only the shaded pentagon
�
� Both the shaded trapezoid
and the shaded pentagon
4 Stacy and Steve each have
brownies of equal size, as shown.
Stacy
2 Which ribbon has been cut into
four fourths?
�
Steve
Stacy cuts her brownie into
halves. Steve cuts his brownie
into eighths. Which statement is
true?
�
�
� Stacy has more pieces than
Steve.
�
� Stacy has 4 pieces.
� Steve has smaller pieces than
Stacy.
� Steve has fewer pieces than
Stacy.
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Critical Thinking
Standards 2.3(A), 2.3(B), 2.3(D)
Analysis
Analyze
1 Marta is using Color Tiles®. She wants to fill the grid
below so that one half of the grid is blue, one fourth of
the grid is red, and one fourth of the grid is yellow. Color
the grid to show one way Marta could arrange the tiles.
Analysis
Analyze
2 Jordan wants to fold a sheet of notebook paper into
eighths. What is the least number of folds he will need
to make?
Answer __________________
Use words, numbers, or pictures to explain how you found your
answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Journal/Vocabulary Activity
Standards 2.3(A), 2.3(B), 2.3(D)
Analysis
Journal
Kaiden ate half of this candy bar.
Analyze
Leo ate half of this candy bar.
Explain why Kaiden ate more candy.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Vocabulary Activity
Fill in each blank with an unscrambled word to complete the
sentences below.
1. A ________ is part of a _____ .
(toncrafi)
(lewoh)
2. __________ are two equal _________ that make a whole.
(lehsav)
(rapts)
3. ___________ are four _________ parts that make a whole.
(thorufs)
(luaqe)
4. If a whole is divided into eight equal parts, the parts are called
___________ .
(thighes)
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Motivation Station
Standards 2.3(A), 2.3(B), 2.3(D)
Motivation Molly says, “You’re on top of it!”
Name That Part
Play with a partner. Each player needs a small game marker. Each
pair of players needs 1 two-color counter and 1 game sheet. Player 1
tosses a counter onto the desk. If the counter lands red-side up, the
player moves ahead 2 spaces. If the counter lands with the other color
up, the player moves ahead 1 space. The player must say the name of
the shaded part of the gure on which the marker lands, such as “one
fourth.” If an error is made, the player must return to the starting
space for that turn. Then play passes to player 2. The rst player to
reach the star is the winner.
Start
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MATH | LEVEL 2
Student Edition Sample Page
Name __________________________________________
Unit 5 Homework
Standards 2.3(A), 2.3(B), 2.3(D)
1 The square below shows fourths
with 1 part shaded.
Draw lines to show fourths in 2
different ways on the squares
below. Shade 1 part to show
one fourth.
3 Ms. Tony asks her students to
draw lines on 2 octagons to show
eighths. Lea draws two correct
figures. Mei draws two figures
that are NOT correct. Their work
is shown below.
Write each girl’s name under the
2 octagons she drew.
4 Nia and Ann have cakes of equal
size, as shown below.
Nia
Ann
2 Don found a piece of rope.
Don wants to cut the rope into
eighths. Draw lines on the rope
to show how Don can cut it into
eighths.
How many times must Don cut
the rope? __________
✁
One girl divides her cake into
fourths. The other girl divides
her cake into eighths. Nia’s
pieces are smaller than Ann’s
pieces. Write the number of
pieces in each girl’s cake.
Nia ________ Ann ________
Parent Activities
1. Prepare lunch for your child using foods such as graham crackers, sandwiches,
and granola bars. Divide each type of food into halves, fourths, and eighths
using words such as “one fourth” to name each piece.
2. Peel an orange and lay the pieces so they can be counted easily. If the orange has 8 sections,
discuss that eight eighths of the orange sections have not been eaten. As your child eats a
section, say, “Now one eighth of the orange has been eaten, and seven eighths are left.”
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MATH | LEVEL 2
Teacher Edition Sample Page
Partition Objects and Explain Fractional Parts
Unit 5
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Unit 5 Standards
(Student pages 39–46)
Domain
TEKS
Student
Expectations
2.3(A)
2.3(B)
2.3(D)
Number and Operations
2.3
The student applies mathematical process standards to recognize and represent
fractional units and communicates how they are used to name parts of a whole.
2.3(A), 2.3(B), and 2.3(D)
Partition objects into equal parts and name the parts, including halves, fourths, and
eighths, using words.
Explain that the more fractional parts used to make a whole, the smaller the part; and
the fewer the fractional parts, the larger the part.
Identify examples and non-examples of halves, fourths, and eighths.
Mathematical Process TEKS Addressed in This Unit
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
2.1(A)
2.1(D)
2.1(E)
2.1(F)
2.1(G)
Apply mathematics to problems arising in everyday life, society, and the workplace.
Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
Create and use representations to organize, record, and communicate
mathematical ideas.
Analyze mathematical relationships to connect and communicate mathematical ideas.
Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Unpacking the Standards
In grade 1, students partitioned two-dimensional figures into two and four equal parts and described the
parts using words. In grade 1, students identified examples and non-examples of halves and fourths. In
grade 2, students continue to partition objects and to identify examples and non-examples of fractional
parts, expanding these concepts to eighths. In grade 2, students explain that the greater the number of
equal parts in an object, the smaller each part is and that the fewer the number of equal parts, the larger
each part is.
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Partition Objects and Explain Fractional Parts
Getting Started
Introduction Activity
The teacher reads Picture Pie by Ed Emberley. The teacher provides a whole fraction circle and sets of
unmarked fraction circles cut into halves, fourths, and eighths to each student. As each fractional part
is introduced in the book, students build whole circles by placing halves, then fourths, and then eighths
on top of the whole circle. Students count the pieces aloud (e.g., “one fourth, two fourths, three fourths,
four fourths”) as they are placed. After the book has been read, students glue die-cut fraction pieces onto
construction paper to create designs. Students count the total number of each type of piece used and
record words such as one whole, two halves, three fourths, five eighths on index cards. Students attach
an index card to each design.
(DOK: 2, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.F, (c)2.G, (c)2.H, (c)2.I)
Suggested Formative Assessment
The teacher observes students as they model and name fractions and create fraction pictures. Ask
questions such as:
• How many halves/fourths/eighths are in each whole circle?
• Which size piece is larger, one fourth or one eighth?
• If the circle is cut into 16 pieces, would the pieces be larger or smaller than eighths? How do
you know?
• What relationship is there between the number of pieces in a whole circle and the size of the pieces?
(The greater the number of pieces, the smaller the pieces. The fewer the number of pieces, the larger
the pieces.)
(DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I, (c)3.D)
Children’s Literature Connections
Apple Fractions – Jerry Pallotta
Picture Pie – Ed Emberley
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
Partition Objects and Explain Fractional Parts
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Vocabulary Focus
The following are essential vocabulary terms for this unit.
compose
fraction
partition
trapezoid
decompose
half/halves
pentagon
triangle
eighth
hexagon
rectangle
fourth
octagon
square
Vocabulary Activity
The Chair Talks
The teacher divides the class into 2 teams and places a chair in front of the room facing the class.
Team 1 sends the first player to sit in the chair. The teacher selects a vocabulary word to write or
display on the board behind the student sitting in the chair. Team 1 tries to get their team member to
say the word before time is called. The team must act out the meaning of the word without talking.
When the student correctly guesses the word, the teacher says, “The chair talks.” The team scores
1 point, and play passes to Team 2. If the teacher does not say, “The chair talks,” play passes to the
other team with no point scored. The first team to earn 5 points wins a sticker or privilege.
(DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I, (c)3.D (c)3.E)
Suggested Formative Vocabulary Assessment
The teacher observes clues given by students during game play. Students add difficult words to
personal math glossaries in math notebooks. Students provide illustrations for the glossary entries.
(DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)5.B)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
Partition Objects and Explain Fractional Parts
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Suggested Instructional Activities
1. The teacher gives each student a geoboard and geobands. Students use geobands to divide the
geoboards in half. Invite students to display the geoboards for the class to observe how many
different ways this can be accomplished. Students repeat the activity with fourths and eighths. The
teacher helps students see that dividing the geoboard into fourths and eighths will result in smaller
pieces than dividing the geoboard into halves.
(DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I)
2. The teacher makes fraction dominoes. (On one end draw a shaded fraction model and on the other
end write a different fraction in word form. Make sure that each fraction model matches a fraction
written in words on a different domino.) Each student plays dominoes with a partner. Through a
process of drawing and matching a fraction model with its correct word form, the game proceeds
until all dominoes have been played.
(DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I)
3. The teacher gives each student a handful of Color Tiles® and calls directions (e.g., “Create a chain of
color tiles in which three fourths are red.”). Students line up tiles to match the directions. The teacher
and students continue the activity, alternating between various quantities of halves, fourths, and
eighths.
red
red
red
blue
(DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.C, (c)2.E, (c)2.I)
Suggested Formative Assessment
The teacher shows pictures of partitioned geometric shapes in which a number of halves, fourths,
or eighths are shaded. On individual dry erase boards, students use words (e.g., three eighths) to
describe the shaded parts. Based on the students’ responses, the teacher offers further explanations or
interventions as needed.
(DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)5.B)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
Partition Objects and Explain Fractional Parts
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Suggested Reflection/Closure Activity
The teacher gives each student a set of 3 paper strips of equal length, divided into halves, fourths, or
eighths. Each student writes words on the strips to describe each fractional part as shown. The teacher
reviews student responses to determine the need for additional instructional activities.
one half
one fourth
one eighth
two halves
two fourths
two eighths three eighths four eighths
three fourths
five eighths
four fourths
six eighths seven eighths eight eighths
(DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I)
Suggested Formative Assessment
The teacher monitors students as they participate in the Reflection/Closure activity. The teacher walks
around the classroom, reviewing the paper strips for accuracy. Students explain and justify their work.
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Partition Objects and Explain Fractional Parts
Interventions
1. The teacher gives each student a graham cracker. The teacher and students discuss the number
1 of the graham cracker,
1 or __
of equal parts. The teacher asks students if they would rather have __
2
4
helping them see each fractional part before they decide. Students explain choices in complete
sentences. Students eat one section. Then the group discusses how much was eaten and what part
is left. Students describe each part using words, such as one fourth and three fourths.
(DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I, (c)3.H)
2. The teacher gives each student a square sheet of paper. Students fold the paper in half. Students
unfold the paper and identify the shape as one half. The teacher repeats the activity, instructing
students to fold the papers into fourths and eighths. Students verbalize generalizations (e.g., “The
larger the piece, the fewer the total number of pieces,” or “If the wholes are the same size, one half is
larger than one fourth.”).
(DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I, (c)3.H)
3. The teacher cuts tortillas into 2, 4, or 8 equal pieces, and gives one piece to each student. Students
must locate others in the classroom with matching pieces. When all pieces of the tortillas have been
found, students place them on desks to form circles. When all possible circles have been formed,
individual students use words such as two halves and four fourths to describe the pieces to the class
or group.
(DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I, (c)3.D)
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MATH | LEVEL 2
Teacher Edition Sample Page
Partition Objects and Explain Fractional Parts
Unit 5
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Suggested Formative Assessment
The teacher provides each student with a box of crayons and a worksheet similar to the one shown.
The teacher gives directions, such as “Shade three eighths blue. Next, shade two halves red,” etc. Each
student must shade a figure to match the teacher’s directions. The teacher continues until students have
been instructed to shade all parts of each figure. The teacher collects and evaluates student papers to
determine the need for further interventions.
(DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I)
Extending Student Thinking
Using the Internet, pairs of students print close-up photos of famous works of architecture such as the
Eiffel Tower. Students shade examples of halves, fourths, and eighths seen in the photos. Pairs display
the shaded photos for the class to see and discuss.
Note: Teachers should preview Internet websites for appropriate content to ensure that each website
meets the instructional goals of the lesson and complies with district/campus guidelines for acceptable
use.
(DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.C, (c)1.E, (c)1.H, (c)2.I, (c)3.D, (c)3.E)
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
Partition Objects and Explain Fractional Parts
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Answer Codings
(Student pages 39–42)
Page
Question
Answer
1
Process
TEKS
2.1(F)
Circle B, Circle A,
fewer, more
2
Bloom’s Original/Revised
DOK
Level
ELPS
Comprehension/
Understand
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
Application/Apply
1
(c)1.C, (c)1.E, (c)1.H, (c)4.G
Application/Apply
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
Application/Apply
1
(c)1.C, (c)1.E, (c)1.H, (c)4.G,
(c)5.B, (c)5.G
39
3
Answers will vary.
4
8; one eighth; five eighths
5
No; explanations will vary.
2.1(G)
Comprehension/
Understand
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G,
(c)5.B, (c)5.G
1
C
2.1(D)
Comprehension/
Understand
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
2
A
Application/Apply
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
3
B
2.1(A)
Comprehension/
Understand
1
(c)1.C, (c)1.E, (c)1.H, (c)4.G
4
D
2.1(F)
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
1
D
Comprehension/
Understand
1
(c)1.C, (c)1.E, (c)1.H, (c)4.G
2
A
2.1(F)
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
3
C
2.1(D)
1
(c)1.A, (c)1.C, (c)1.E, (c)5.C
4
C
1
(c)1.C, (c)1.E, (c)1.H, (c)4.G
1
A
1
(c)1.C, (c)1.E, (c)1.H, (c)4.G
2
B
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
3
D
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
4
C
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
40
41
2.1(A)
42
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2.1(F)
Comprehension/
Understand
Comprehension/
Understand
Comprehension/
Understand
Comprehension/
Understand
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MATH | LEVEL 2
Teacher Edition Sample Page
Unit 5
Partition Objects and Explain Fractional Parts
TEKS – 2.3(A), 2.3(B), and 2.3(D)
Answer Codings
(Student pages 43–46)
Page
Question
45
46
Process
TEKS
Bloom’s Original/Revised
DOK
Level
ELPS
1
4 blue tiles, 2 red tiles,
2 yellow tiles
2.1(E)
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
2
3; explanations will vary.
2.1(G)
Analysis/Analyze
3
(c)1.C, (c)1.E, (c)1.H, (c)4.G,
(c)5.B, (c)5.G
Journal
Kaiden ate half of a larger
candy bar.
2.1(G)
Analysis/Analyze
3
(c)1.C, (c)1.E, (c)1.H, (c)4.G,
(c)5.B, (c)5.G
Comprehension/
Understand
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G,
(c)5.G
Comprehension/
Understand
1
(c)1.C, (c)1.E, (c)1.H, (c)3.E,
(c)4.G
43
44
Answer
Vocabulary
Activity
1.
2.
3.
4.
fraction, whole
Halves, parts
Fourths, equal
eighths
Motivation
Station
Results will vary.
1
Answers will vary. One
fourth of each square must
be shaded.
2.1(E)
Application/Apply
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
2
7
2.1(A)
Application/Apply
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
3
Mei, Lea, Lea, Mei
2.1(F)
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
4
Nia-8, Ann-4
2.1(F)
Analysis/Analyze
2
(c)1.C, (c)1.E, (c)1.H, (c)4.G
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