Topic+Sixteen

= Topic Sixteen: Fractions of Shapes = Pacing (Duration of Unit): 15 Days Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. **Reason abstractly and quantitatively.** 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * __**Established Goals:**__


 * 1.G.3** 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.

__**Student I Can Statements:**__


 * I can break circles and rectangles into equal parts and use the words whole, halves, fourths, and quarters to talk about them.
 * I can understand that breaking circles or rectangles into more equal parts means that the parts will be smaller.

__**Prerequisite Skills:**__


 * 1.G.2** Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. ||
 * __**Big Ideas:**__

The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line.
 * Numbers and the Number Line **

Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Practices, Processes, and Proficiencies **


 * How can fractions be used to name a part of a whole object? ||
 * __**Students will know...**__


 * A region can be divided into equal-sized parts in different ways. Equal-sized parts of a region have the same area but not necessarily the same shape.
 * Information in a problem can often be shown using a picture or a diagram and used to understand and solve the problem.

__**Vocabulary:**__

equal parts halves fourths quarters half of fourth of quarter of two of four of || **__Students will be skilled at..__**.


 * determining whether a shape is divided into equal or unequal parts.
 * describing equal parts of a shape.
 * identifying halves and fourths of circles and rectangles.
 * drawing pictures to solve problems related to parts of a whole. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 16-1** A region can be divided into equal-sized parts in different ways. Equal-sized parts of a region have the same area but not necessarily the same shape.
 * 16-2** A region can be divided into equal-sized parts in different ways. Equal-sized parts of a region have the same area but not necessarily the same shape.
 * 16-3** A region can be divided into equal-sized parts in different ways. Equal-sized parts of a region have the same area but not necessarily the same shape.
 * 16-4** Information in a problem can often be shown using a picture or a diagram and used to understand and solve the problem. ||
 * __**Resources:**__ ||