Enhanced Instructional Transition Guide

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1 Fractions: Two Equal Parts (6 days) Possible Lesson 01 (6 days) POSSIBLE LESSON 01 (6 days) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis: Students explore examples and non-examples of fractional halves and verbally explain why a given part is, or is not, half of a whole. TEKS: The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at K.3 Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to: K.3A K.3B Share a whole by separating it into two equal parts. Explain why a given part is half of the whole. Underlying Processes and Mathematical Tools TEKS: K.15 Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to: K.15 Justify his or her thinking using objects, words, pictures, numbers, and technology. page 1 of 67

2 Performance Indicator(s): Kindergarten Mathematics Unit 12 PI 01 Orally present a real life situation such as: Sid s family went to Pizza Planet and bought four small pizzas. The following figures represent how each of the pizzas were cut in two pieces: Use the paper cut-outs to identify the figures that represent two equal parts. Orally justify your thinking why each pizza is or is not divided into two equal parts. Standard(s): K.3A, K.3B, K.15 ELPS ELPS.c.3J Key Understanding(s): A whole can be separated into equal and unequal parts. Fractional parts of a whole are always made of equal parts. Equal parts can be separated and reassembled to form the same whole. Real-life objects, pictures, and words can be used to name the parts of a fractional whole. Real-life experiences provide opportunities to represent equal parts of a whole object. Underdeveloped Concept(s): Some students may over generalize the meaning of fractions due to limited experiences with equally divided regions (e.g., A student may identify one-half of a candy bar as one of two parts, rather than one part of two equal parts of a whole.). Vocabulary of Instruction: divide equal half halves parts share page 2 of 67

3 fair not equal whole Materials List: bands (1 per 2 students) Card Sorting Mat (1 per student) cardstock (1 sheet per student) cardstock (1 sheet per teacher) chart paper (1 sheet per teacher) clay or play dough (1 per student) construction paper (2 sheets per teacher) construction paper (9 x 12 ) (3 sheets per teacher) construction paper (9 x 12 ) (4 sheets per teacher) counters (20 per student) craft stick (1 per student) crayons (1 box per student) cutouts (small, circles, squares, rectangles (1 set per student) Daily Routine Bulletin Board (1 per teacher) (previously created in Unit 01 Lesson 01 Engage 1) s of the Week Calendar Ring (1 per student) (previously created in Unit 01 Lesson 01 Daily Routine 5) die cut (circle, 4 or smaller diameter) (2 per student) die cut (rectangle, 4 or smaller length) (3 per student) die-cut (small, 2 hearts, 2 bears, 2 flowers) (1 set per student) geoboard (1 per 2 students) glue (1 per student) glue stick (1 per student) Halves-Not Halves Chart (1 per teacher) (previously created) marker (1 per teacher) Months of the Year Sentence Strips (1 set per teacher) (previously created in Unit 01 Lesson 01 Engage 6) paper paper (colored) (1 sheet per 2 students) paper (colored) (1 sheet per 2 students) page 3 of 67

4 paper (colored) (1 sheet per student) paper lunch sack (1 per 2 students) pencil (1 per student) plastic zip bag (sandwich sized) (1 per student) plate (paper, circular, any size) (1 per teacher) playing cards (Ace 9 cards of all 4 suits) (1 set per student) rubber band (1 per 2 students, 4-5 per teacher) Sack of Counters (1 per 2 students) scissors (1 per student) scissors (1 per teacher) Attachments: All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Halves Geoboard Parts Left Hand Right Hand Card Sorting Mat Fraction Recording Sheet Equal or Unequal Cards 1 Equal or Unequal Cards 2 Unit 12 Performance Indicator Anecdotal Record PI page 4 of 67

5 GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. 1 Daily Routines Daily Routines Instructional Procedures: 1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed on the Daily Routine Bulletin Board as you count. Say: Let s use what we ve learned about patterns to help us locate numbers on the chart. MATERIALS Daily Routine Bulletin Board (1 per teacher) (previously created in Unit 01 Lesson 01 Engage 1) In which row should you look if you want to find the number 55? (the row that begins with 51) Explain. (The row that begins with 51 has all the numbers after 50 in it, including 60.) In which column is the number 55? (the column that begins with 5) Explain. (All numbers ending in the digit 5 are in the column that begins with 5.) 2. Instruct students to count forward to 40, starting with 1. Then, count forward to 40, starting with any number. page 5 of 67

6 3. Invite a student to lead the class in singing the s of the Week Song and the Months of the Year Song. 4. Write or display the dates for yesterday, today, and tomorrow on the board in month, day, and year format (e.g., January 9, 2013). 5. Invite a student to point out where to locate each of the components of the dates on the calendar. 6. Instruct students to say all the dates in a complete sentence starting with the day of the week (e.g., Today is Wednesday, January 9 th, ; Yesterday was Tuesday, January 8 th, ; Tomorrow will be Thursday, January 10 th, ). Does today represent the past, the present, or the future? (the present) Does yesterday represent the past, the present, or the future? (the past) Does tomorrow represent the past, the present, or the future? (the future) 7. Instruct students to look at the calendar. On what day does the 15 th of this month occur? Answers may vary. Has the 15 th of this month occurred yet? Answers may vary. If the 15 th of this month has occurred, how many days have passed since then? Answers may vary. If the 15 th of this month has not occurred, how many days until it does arrive? Answers may vary. page 6 of 67

7 Does the 15 th of this month represent the past, present, or the future? Answers may vary. What week does the 15 th of this month occur? Answers may vary. Topics: MATERIALS Half Halves Parts Equal parts Unequal parts Whole Fractions Fair share plate (paper, circular, any size) (1 per teacher) construction paper (2 sheets per teacher) scissors (1 per teacher) chart paper (1 sheet per teacher) glue (1 per teacher) marker (1 per teacher) Engage 1 Students are introduced to the concepts of one whole, half, halves, equal parts, unequal parts, and fair share. TEACHER NOTE Optional related literature: Give Me Half! by Stuart Murphy Instructional Procedures: 1. Prior to instruction, trace the paper plate onto the two sheets of construction paper and cut out the shapes to create two circles. Also create a Halves-Not Halves Chart by drawing a T-chart on a sheet of chart paper. Label the left column Halves and the right column Not Halves. 2. Display one circle for the class to see. TEACHER NOTE Many students struggle with distinguishing between two parts and two equal parts. Teachers should emphasize throughout the lesson that two parts does not always mean equal parts, but halves must be equal parts. page 7 of 67

8 What shape is this? (a circle) How do you know it s a circle? Answers may vary. It is round; there are no sides or corners; etc. Do you think this circle represents a part or a whole? Explain. Answers may vary. It s a whole because there is just one circle; etc. 3. Explain to students that the circle represents one whole object. 4. Explain to students that you are now going to cut the circle into two equal parts. What does equal mean? Answers may vary. The same size; the same amount; etc. If needed, clarify the meaning of equal. 5. Explain to students that before you start cutting, you are going to fold the circle. This will help you to know where to cut. 6. Demonstrate folding the circle in half. Open the circle and show the two equal parts to students. 7. Use scissors to cut along the fold. Place the equal parts on top of each other to prove to students that the parts are equal. 8. Hold up one of the parts and explain that it is called one-half because it is one of two equal parts. Instruct students to chorally say the word half with you. 9. Explain that this one-half is part of the whole circle that you started with. 10. Hold up the other part of the circle. Explain that it too is called one-half because it is the other equal page 8 of 67

9 part of the whole. Instruct students to again chorally say the word half with you. 11. Explain to students that this other one-half is also a part of the whole circle that you started with. How many parts was the circle cut into? (two parts) 12. Hold up both parts together and explain that when there are two parts to a whole, they are called halves. Instruct students to chorally say the word halves with you. 13. Explain that the two halves together make the whole. Demonstrate this by holding up the two parts next to each other to recreate the whole circle. How many equal parts was the circle cut into? (two equal parts) How do you know the parts are equal? (Both parts are the same size.) What is each equal part called? (one-half) What are two equal parts called? (halves) When two equal parts, called halves, are put together what do they make? (the whole) 14. Summarize by holding up the two halves and saying one half plus one half makes two halves that equal one whole. Explain that you broke down the whole into two parts just like you were doing with numbers in the previous lessons; however, in order to be halves, both parts must be equal in size or amount. Explain to students that you could have cut the circle horizontally or vertically and you would still have two equal parts. Emphasize the many possible directions that a circle can be cut by holding the two halves together and slowly rotating the circle. page 9 of 67

10 As the direction of the cut on the circle changes, are the two halves changing? (no) Explain. Answers may vary. The two halves are not changing size or shape. They are just being turned in different directions; etc. 15. Instruct students to pretend that the circle is a pizza that you have cut in half. Explain that you and another person would each get one-half. If both people get one-half, is it a fair share? (yes) Explain. (It is a fair share because the parts are equal.) 16. Glue the two halves of the circle as close together as possible in the Halves column of the Halves Not Halves Chart. Use a marker to draw a line along the cuts to emphasize where the circle was divided. 17. Hold up a second circle for the class to see. Do you think this circle represents a part or a whole? Explain. Answers may vary. It s a whole because there is just one circle; etc. 18. Explain that the circle represents one whole object. 19. Explain to students that you are now going to cut the circle into 2 parts, but this time the parts will not be equal. page 10 of 67

11 What does not equal mean? Answers may vary. They are not the same size; etc. 20. Using scissors, snip off a small section of the circle. 21. Describe the action to students. Place the parts on top of each other to show the students that the parts are not equal. 22. Explain that even though the circle was cut into two parts they are not called halves because they are not equal. 23. Glue the two unequal parts of the circle as close together as possible in the Not Halves column of the Halves-Not Halves Chart. Use a marker to draw a line along the cuts to emphasize where the circle was divided. Topics: ATTACHMENTS Half Halves Parts Equal parts Unequal parts Whole Fractions Fair share Explore/Explain 1 Students investigate the concept of whole and half by cutting circles to represent an example and non- Handout: Halves (1 per student) MATERIALS die cut (circle, 4 or smaller diameter) (2 per student) paper (colored) (1 sheet per 2 students) scissors (1 per student) crayon (1 per student) glue stick (1 per student) page 11 of 67

12 example of halves. Instructional Procedures: 1. Prior to instruction, using colored paper, die-cut two circles for each student. 2. Distribute one circle, a pair of scissors, a glue stick, a crayon, and handout: Halves to each student. 3. Explain to the students that they are now going to create an example of halves by cutting a circle into two equal parts. 4. Instruct students to carefully fold the circle into two equal parts, resulting in two halves. TEACHER NOTE Some students may experience difficulty folding the cutouts due to the development of their fine motor skills rather than a lack of understanding. 5. Monitor students to ensure they are folding accurately. 6. When students have correctly folded the circle, instruct students to cut the circle along the fold line. Instruct students to compare their two equal parts with a neighbor. How many parts was the circle cut into? (two parts) Are the parts equal? (yes) Explain. (The parts are equal because they are the same size.) How could you verify that the parts are equal? (Place one part on top of the other part.) What is each part called? (one-half) What are two equal parts called? (halves) What do the halves represent? (parts of the whole) When two equal parts, called halves, are put together what do they make? (the whole) page 12 of 67

13 7. Explain to students that they are now going to put the two halves back together to represent the whole. 8. Instruct students to glue the two halves as close to each other as possible on handout: Halves, under the column titled Example. 9. Instruct students to use a crayon to draw a line along the cuts of the circle to help see how the two parts are equally dividing the one whole circle. 10. Explain to the students that now they are going to create a non-example of halves by cutting their second circle into two unequal parts. 11. Distribute a second circle to each student. 12. Instruct students to cut the circle into two unequal parts. 13. Allow time for students to cut their circle into two unequal parts. Instruct students to compare their two unequal parts with a neighbor. Monitor and assess students to check for understanding. How many parts did you cut the circle into? (two parts) Are the parts equal? (no) Explain. (The parts are not equal because they are not the same size.) How could you verify that the parts are not equal? (Place one part on top of the other part.) Could these parts be called halves? (no) Explain. (They are not halves because they are not equal.) Compare your unequal parts to the halves glued onto your handout. What do you notice? Answers may vary. One of the unequal parts is larger than a half, and the other unequal part is smaller than a half; etc. page 13 of 67

14 14. Instruct students to glue the two parts as close to each other as possible on the handout: Halves, under the column titled Non Example. 15. Instruct students to use a crayon to draw a line along the cuts of the circle to help them see how the two parts are not equally dividing the one whole circle. 16. Invite students to share their models. Which side of the paper shows a fair share? (the side with the example) Explain. Answers may vary. The parts are equal; the parts are the same size; etc. Which side of the paper is not a fair share? (the side with the non-example.) Explain. Answers may vary. The parts are not equal; the parts are not the same size; etc. Are the models of unequal parts the same? (no) Explain. Answers may vary. There are many ways to make unequal parts; etc. Are the models of equal parts the same? (yes) Emphasize that since all students are using the same size for the whole, all of the equal parts will be the same. 17. Facilitate a discussion reviewing the meaning of the words parts, whole, half, halves, equal, not equal, and fair share. Practice Stations The practice stations are designed to engage students in independent and collaborative projects that Practice Stations page 14 of 67

15 develop mathematical concepts and comprehension. Reflection is a very important part of the station cycle. After each station cycle, students need to be given time to reflect on their learning. Each station is about 20 minutes. All stations are designed for small groups. These groups may rotate to all stations during the week, or students may rotate to specific stations (e.g., all students can work on one station per day, or stations can be assigned by teacher, or student choice, etc.). Instructional Procedures: 1. For all stations, monitor student groups to ensure all students are engaged appropriately for the targeted skill of each station. Station 1: Geoboards: Equal and Unequal Parts (NEW) 1. Station Materials: geoboards, rubber bands, pencils, and handout: Geoboard Parts. 2. Prior to instruction, create one familiar shape on each geoboard using one rubber band (e.g., pattern block shapes). Do not create shapes that cannot be divided equally (e.g., certain triangles). 3. Station Instructions: Place students into pairs. Pairs select one geoboard with a shape on it. Using one loose rubber band, one student from the pair decides how to place the rubber band on the figure to divide it into two equal parts. The other partner confirms the accuracy of the choice. Both students record the representation of the shape divided into equal parts on the handout: Geoboard Parts under the section titled Equal Parts Halves. The other partner removes the rubber band and decides how to place the band on the figure to represent two unequal parts. The other partner verifies the accuracy of the choice. Both students record the representation of the shape divided into unequal parts on the handout: Geoboard Parts under the section titled Unequal Parts Not Halves. ATTACHMENTS Handout: Geoboard Parts (1 per student) Handout: Left Hand Right Hand (1 per student) Handout: Card Sorting Mat MATERIALS geoboard (1 per 2 students) bands (1 per 2 students) rubber band (1 per 2 students, 4-5 per teacher) pencil (1 per student) counters (20 per student) paper lunch sack (1 per 2 students) paper (1 sheet per student) cutouts (small, circles, squares, rectangles) (1 set per student) crayons (1 box per student) glue (1 per student) playing cards (Ace 9 cards of all 4 suits) (1 set per student) cardstock (1 sheet per student) page 15 of 67

16 Station 2: Left Hand Right Hand (NEW) 1. Station Materials: paper lunch sacks, counters, pencils, and handout: Left Hand Right Hand Count. 2. Prior to instruction, create a Sack of Counters by placing about 20 counters into a paper lunch sack for each student pair. 3. Station Instructions: Place students into pairs. Each student selects a sack of counters. Each student reaches into the sack with his or her right hand and grabs as many counters as possible. Students place the counters on the right hand side of handout: Left Hand Right Hand Count. Students count the number of objects pulled with his or her right hand and record the number on the right hand side of the handout. The student repeats the process using their left hand. Partner pairs verify each other s counts and share their results using comparative language. Station 3: Shapes in the World (NEW) 1. Station Materials: small cut outs of circles, squares, and rectangles, crayons, glue, and paper. 2. Prior to instruction, create small die-cuts of circles, squares, and rectangles. 3. Station Instructions: Students select one shape and decide where they see this shape within 3- dimensional objects in the real world. Students glue the shape onto their paper. Students add to the shape creating the 3-dimensional object they see it. (e.g., the student glues down a square and turns it into a present with a bow, etc.) The students add details to create a picture that includes their object. Students share their work with other students at their table, explaining their shapes (e.g., the square is part of the present which is part of a birthday party, etc.). page 16 of 67

17 Station 4: Card Sort (NEW) 1. Station Materials: paper, pencil, deck of playing cards, and handout: Card Sorting Mat. 2. Prior to instruction, remove the 10, jack, queen, and king cards from each deck of playing cards and shuffle the deck. 3. Prior to instruction, create a Card Sorting Mat for each student by copying handout: Card Sorting Mat on cardstock and laminating. 4. Station Instructions: Place students into pairs. Each student selects a deck of playing cards. Students observe the cards for different attributes. Each student decides how he or she wants to sort the cards using a Card Sorting Mat. Students may sort cards into any number of categories such as by suit, numbers, color, etc. After the cards are sorted, the student circles each group and counts the number of cards in each sort. The student records a label for the sort (e.g., heart, spade, etc.). Next the student counts and records the quantity for each group. The student shares their sort and count with their partner. The partner verifies the accuracy of the work. 2 Daily Routines Daily Routines Instructional Procedures: 1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed on the Daily Routine Bulletin Board as you count. Say: MATERIALS Daily Routine Bulletin Board (1 per teacher) (previously created) s of the Week Calendar Ring (1 per page 17 of 67

18 Let s use what we ve learned about patterns to help us locate numbers on the chart. student) (previously created in Unit 01 Lesson 01 Daily Routine 5) In which row should you look if you want to find the number 32? (the row that begins with 31) Explain. (The row that begins with 31 has all the numbers after 30 in it, including 40.) In which column is the number 32? (the column that begins with 2) Explain. (All numbers ending in the digit 2 are in the column that begins with 2.) 2. Instruct students to count backward from 40 to 1. Then, count backward from 40, starting with any number less than 40 to Write or display the dates for yesterday, today, and tomorrow on the board in month, day, and year format (e.g., January 9, 2013). 4. Invite a student to point out where to locate each of the components of the dates on the calendar. 5. Instruct students to say all the dates in a complete sentence, starting with the day of the week (e.g., Today is Wednesday, January 9 th, ; Yesterday was Tuesday, January 8 th, ; Tomorrow will be Thursday, January 10 th, ). Does today represent the past, the present, or the future? (the present) Does yesterday represent the past, the present, or the future? (the past) Does tomorrow represent the past, the present, or the future? (the future) 6. Distribute a previously created s of the Week Calendar Ring to each student. Invite students to page 18 of 67

19 chorally read along with you the days of the week in sequential order. What day is today? Answers may vary. What will the day be three days from now? Answers may vary. How many more days until Saturday? Answers may vary. Is the 1 st day of the week a week day or a weekend day? (weekend day) What days come between Sunday and Saturday? (Monday, Tuesday, Wednesday, Thursday, Friday) Topics: MATERIALS Half Halves Parts Equal parts Unequal parts Whole Fractions Fair share construction paper (9 x 12 ) (3 sheets per teacher) scissors (1 per teacher) Halves-Not Halves Chart (1 per teacher) (previously created) glue (1 per teacher) marker (1 per teacher) Engage 2 Students continue to explore to the concepts of whole and half using rectangles. Students explore how a rectangle can be divided in half in different ways. page 19 of 67

20 Instructional Procedures: 1. Hold up one sheet of construction paper for the class to see. What shape is this paper? (rectangle) How do you know it s a rectangle? Answers may vary. It has 4 sides; it has 4 corners; etc. Do you think this rectangle represents a part or a whole? Explain. Answers may vary. It s a whole because there is just one rectangle; etc. 2. Explain to students that this sheet of paper represents one whole object. 3. Explain to students that you are now going to cut the rectangle into two equal parts called halves. What does equal mean? Answers may vary. The same size; etc. If needed, clarify the meaning of equal. 4. Explain to students that before you start cutting, you are going to fold the rectangle. This will help you to know where to cut, just like when you folded the circle. 5. Demonstrate folding the rectangle in half so that it creates two smaller rectangles. Open the rectangle and show the two equal parts to students. 6. Use scissors to cut along the fold. 7. Place the equal parts on top of each other to show the students that the parts are equal. 8. Hold up one of the parts. page 20 of 67

21 What shape is this new part? (a rectangle) What do you think this smaller rectangle part is called? (a half) 9. Explain that this part is called a half because it is one of two equal parts of the whole rectangle. Emphasize that even though it is a different shape than the circle parts, it is still a half. It is a half of the rectangle. 10. Hold up the other part. What shape is this other part? (a rectangle) What do you think this other small rectangle part is called? (a half) 11. Hold up both parts together. How many parts was the large rectangle cut into? (two parts) How do you know the parts are equal? (Both parts are the same size.) What is each equal small rectangle part called? (a half) What are the two equal parts called? (halves) When two equal parts, called halves, are put together, what do they make? (the whole) 12. Summarize by holding up the two halves and saying one half plus one half makes two halves that equal one whole. Explain that you broke down the one whole into two parts, just like you were doing with the circle in the previous lesson. page 21 of 67

22 13. Explain to students that you are going to pretend that the rectangle is really a brownie that you have cut in half. Further explain that you and another person would each get one-half. If each person gets one-half, is it a fair share? (yes) Explain. (It is a fair share because the parts are equal.) 14. Glue the two halves of the rectangle as close together as possible in the Halves column of the Halves-Not Halved Chart. Use a marker to draw a line along the cuts to emphasize where the rectangle was divided. 15. Display the second sheet of construction paper for the class to see. What shape is this paper? (rectangle) How do you know it s a rectangle? Answers may vary. It has 4 sides; it has 4 corners; etc. Do you think this rectangle represents a part or a whole? Explain. Answers may vary. It s a whole because there is just one rectangle; etc. 16. Explain to students that this sheet of paper represents one whole object. 17. Explain to students that you are now going to cut the rectangle into two equal parts, again called halves. This time the shape of the parts will be different. The parts will not be small rectangles. 18. Explain to students that this time you will not fold the shape ahead of time to help you. 19. Use the scissors to cut diagonally from vertex to vertex, creating two triangles. page 22 of 67

23 20. Place the equal parts on top of each other to show the students that the parts are equal. 21. Hold up one of the parts. What shape is this new part? (a triangle) What do you think this triangle part is called? (a half) 22. Explain that this part is called a half because it is one of two equal parts of the whole rectangle. Point out that even though it is a different shape, it is still a half. It is a half of the rectangle. 23. Hold up the other part. What shape is this other part? (a triangle) What do you think this other part is called? (a half) 24. Hold up both parts together. How many equal parts make the whole for this rectangle? (Two equal parts make the whole.) How do you know the parts are equal? (Both parts are the same size.) What is each equal triangle part called? (a half) What are the two equal parts called? (halves) When two equal parts, called halves, are put together, what do they make? (the whole) page 23 of 67

24 25. Summarize by holding up the two halves and saying one half plus one half makes two halves that equal one whole. 26. Explain to students that you are going to pretend that the rectangle is really a piece of cake that you have cut in half. Further explain that you and another person would each get one-half. If each person gets one-half, is it a fair share? (yes) Explain. (It is a fair share because the parts are equal.) 27. Glue the two halves of the rectangle as close together as possible in the Halves column of the Halves-Not Halved Chart. Use a marker to draw a line along the cuts to emphasize where the rectangle was divided. 28. Explain to students that you divided the one whole rectangle into two equal parts in two different ways. Explain that some shapes, like the circle, can only be divided one way into halves. Other shapes, like the rectangle, can be divided in different ways to make halves. 29. Refer students to the Halves-Not Halves Chart. Explain to students that halves come in different sizes and shapes, but they are always based upon the whole they started from. 30. Hold up a third rectangle for the class to see. Do you think this rectangle represents a part or a whole? Explain. Answers may vary. It s a whole because there is just one rectangle; etc. 31. Explain to students that the rectangle represents one whole object. page 24 of 67

25 32. Explain to students that you are now going to cut the rectangle into 2 parts, but this time the parts will not be equal. What does not equal mean? Answers may vary. They are not the same size; etc. 33. Use scissors to cut the rectangle into two unequal parts. 34. Place the parts on top of each other to show the students that the parts are not equal. 35. Explain that even though the rectangle was cut into two parts, they are not called halves because they are not equal. 36. Glue the two unequal parts of the rectangle as close together as possible in the Not Halves column of the Halves-Not Halved Chart. Use a marker to draw a line along the cuts to emphasize where the rectangle was divided. Topics: ATTACHMENTS Half Halves Parts Equal parts Unequal parts Whole Fractions Fair share Handout: Halves (1 per student) MATERIALS die cut (rectangle, 4 or smaller length) (3 per student) paper (colored) (1 sheet per 2 students) scissors (1 per student) crayon (1 per student) page 25 of 67

26 Explore/Explain 2 glue stick (1 per student) Students investigate the concept of whole and half by cutting rectangles to represent examples and non-examples of halves. Students investigate how a rectangle can be divided in half, two different ways. Instructional Procedures: 1. Prior to instruction, using colored paper, die-cut three rectangles for each student. 2. Distribute one rectangle, a pair of scissors, a crayon, a glue stick, and handout: Halves to each student. 3. Explain to students that they are now going to create an example of halves by cutting a rectangle into two equal square parts. 4. Instruct students to carefully fold the rectangle into two equal parts, resulting in two smaller rectangle halves. 5. Monitor students to ensure they are folding accurately. 6. When students have correctly folded the rectangle, instruct them to cut the rectangle along the fold. Instruct students to compare their two equal parts with a neighbor. How many parts was the rectangle cut into? (two parts) Are the parts equal? (yes) Explain. (The parts are equal because they are the same size.) How could you verify that the parts are equal? (Place one part on top of the other part.) What is each part called? (one-half) What are the two equal parts called? (halves) page 26 of 67

27 What do the halves represent? (parts of the whole) When two equal parts, called halves, are put together, what do they make? (the whole) 7. Explain to students that they are now going to put the two halves back together to represent the whole. 8. Instruct students to glue the two halves as close to each other as possible on handout: Halves, under the column titled Example. 9. Instruct students to use a crayon to draw a line along the cuts of the rectangle to help see how the two parts are equally dividing the one whole rectangle. 10. Distribute a second rectangle to each student. Explain to the students that they are now going to create a different example of half by cutting their rectangle a different way. 11. Instruct the students to cut the rectangle diagonally from vertex to vertex. Instruct students to compare their two equal parts with a neighbor. Monitor and assist students as needed. How many parts was the rectangle cut into? (two parts) Are the parts equal? (yes) Explain. (The parts are equal because they are the same size.) How could you verify that the parts are equal? (Place one part on top of the other part.) What is each part called? (one-half) What are the two equal parts called? (halves) What do the halves represent? (parts of the whole) When two equal parts, called halves, are put together, what do they make? (the whole) page 27 of 67

28 12. Explain to students that they are now going to put the two halves back together to represent the whole. 13. Instruct students to glue the two halves as close to each other as possible on handout: Halves, under the column titled Example. 14. Instruct students to use a crayon to draw a line along the cuts of the rectangle to help see how the two parts are equally dividing the one whole rectangle. 15. Distribute a third rectangle to each student. Explain to the students that now they are going to create a non-example of halves by cutting their second rectangle into two unequal parts. 16. Instruct students to cut the rectangle into two unequal parts. 17. Allow time for students to cut their rectangle into two unequal parts. Instruct students to compare their two unequal parts with a neighbor. Monitor and assess students to check for understanding. How many parts was the rectangle cut into? (two parts) Are the parts equal? (no) Explain. (The parts are not equal because they are not the same size.) How could you verify that the parts are not equal? (Place one part on top of the other part.) Can these parts be called halves? (no) Explain. (They are not halves because they are not equal.) Compare your unequal parts to the halves glued onto your handout. What do you notice? Answers may vary. One of the unequal parts is larger than a half, and the other unequal part is smaller than a half; etc. page 28 of 67

29 18. Instruct students to glue the two parts as close to each other as possible on handout: Halves, under the column titled Non Example. 19. Instruct students to use a crayon to draw a line along the cuts of the rectangle to help them see how the two parts are not equally dividing the one whole rectangle. 20. Allow students to share their models. Which side of the paper shows fair shares? (the side with the examples) Explain. Answers may vary. Its parts are equal; the parts are the same size; etc. Which side of the paper is not a fair share? (the side with the non-example) Explain. Answers may vary. Its parts are not equal; the parts are not the same size, etc. Are the models of unequal parts the same? (no) Explain. Answers may vary. There are many ways to make unequal parts; etc. Are the models of equal parts the same? (yes) Emphasize that since all students are using the same size for the whole, all of the equal parts will be the same. 21. Facilitate a discussion to compare all the different types of halves that have been created at this point. Invite students to discuss what they notice about the circles and rectangle halves. Explain to students that the size of the half is dependent on the size of the whole. Also explain to students that the halves of a circle may be a different size than the halves of a rectangle, but both shapes are divided into two equal parts, thus both represent halves. 22. Facilitate a discussion reviewing the meaning of the words parts, whole, half, halves, equal, not equal, and fair share. page 29 of 67

30 Practice Stations The practice stations are designed to engage students in independent and collaborative projects that develop mathematical concepts and comprehension. Reflection is a very important part of the station cycle. After each station cycle, students need to be given time to reflect on their learning. Each station is about 20 minutes. All stations are designed for small groups. These groups may rotate to all stations during the week, or students may rotate to specific stations (e.g., all students can work on one station per day, or stations can be assigned by teacher, or student choice, etc.). Practice Stations ATTACHMENTS Handout: Geoboard Parts (1 per student) Handout: Left Hand Right Hand (1 per student) Instructional Procedures: 1. Repeat all Practice Stations from Monitor student groups to ensure all students are engaged appropriately for the targeted skill of each station. MATERIALS geoboard (1 per 2 students) bands (1 per 2 students) rubber band (1 per 2 students, 4-5 per teacher) pencil (1 per student) Sack of Counters (1 per 2 students) paper (1 sheet per student) cutouts (small, circles, squares, rectangles (1 set per student) crayons (1 box per student) glue (1 per student) Card Sorting Mat (1 per student) playing cards (Ace 9 cards of all 4 page 30 of 67

31 suits) (1 set per student) 3 Daily Routines Daily Routines Instructional Procedures: 1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed on the Daily Routine Bulletin Board as you count. Say: Let s use what we ve learned about patterns to help us locate numbers on the chart. MATERIALS Daily Routine Bulletin Board (1 per teacher) (previously created) Months of the Year Sentence Strips (1 set per teacher) (previously created in Unit 01 Lesson 01 Engage 6) In which row should you look if you want to find the number 74? (the row that begins with 71) Explain. (The row that begins with 71 has all the numbers for 70 in it, including 80.) In which column is the number 74? (the column that begins with 4.) Explain. (All numbers ending in the digit 4 are in the column that begins with 4.) 2. Instruct students to count forward to 40, starting with 1. Then, count forward to 40, starting with any number. 3. Write or display the dates for yesterday, today, and tomorrow on the board in month, day, and year format (e.g., January 9, 2013). 4. Invite a student to point out where to locate each of the components of the dates on the calendar. page 31 of 67

32 5. Instruct students to say all the dates in a complete sentence starting with the day of the week (e.g., Today is Wednesday, January 9 th, ; Yesterday was Tuesday, January 8 th, ; Tomorrow will be Thursday, January 10 th, ). Does today represent the past, the present, or the future? (the present) Does yesterday represent the past, the present, or the future? (the past) Does tomorrow represent the past, the present, or the future? (the future) 6. Using the labeled Months of the Year sentence strips, chorally read the months in the year. 7. Facilitate a discussion about the months of the year using positional and connective language to communicate past, present, and future. What is the current month? Answers may vary. What ordinal number represents the current month? Answers may vary. What month comes before October? (September) What month comes after February? (March) How many months are in one year? (12 months) Topics: ATTACHMENTS Half Halves Handout: Fraction Recording Sheet (1 per student) page 32 of 67

33 Parts Equal parts Unequal parts Whole Fractions Fair share Elaborate 1 Students demonstrate the concepts of a whole and a half by cutting a variety of shapes into two parts to represent examples and non-examples and justify why a given part is or is not a half. MATERIALS die-cut (small, 2 hearts, 2 bears, 2 flowers) (1 set per student) paper (colored) (1 sheet per student) scissors (1 per student) glue (1 per student) plastic zip bag (sandwich sized) (1 per student) Instructional Procedures: 1. Prior to instruction, used colored paper to die-cut 2 hearts, 2 bears, and 2 flowers for each student. Choose heart, bear, and flower dies that can be divided into halves. Place the 6 shapes in a plastic zip bag for each student. 2. Distribute handout: Fraction Recording Sheet, a bag of die-cut shapes, a pair of scissors, and glue to each student. 3. Instruct students to find the two hearts from their bag. 4. When all students have found the two hearts, instruct students to cut one heart into two equal parts, making halves. Remind students that they might want to fold the heart first before they cut. 5. Instruct students to turn to a neighbor and explain how they cut the heart into two equal parts. 6. Facilitate a discussion to reflect on the activity. page 33 of 67

34 How many parts did you cut the heart into? (two parts) Are your parts equal in size? (yes) How did you decide where to cut the heart? Answers may vary. I tried to find the middle; etc. How were you able to verify that your parts were cut equally? Answers may vary. I put one part over the other; I tried to make both sides the same where I cut it; etc. Did everyone cut the heart the same way? (yes) Explain. Answers may vary. For it to be half, you could only cut it one way; etc. 7. Instruct students to glue the two equal parts, called halves, closely together on handout: Fraction Recording Sheet under the section titled Equal Parts Halves. 8. Instruct students to use a crayon to draw a line along the cuts to help them see how the two parts are equally dividing the one whole. 9. Instruct students to cut the other heart into two unequal parts. 10. Instruct students to turn to a neighbor and explain how they cut the heart into two unequal parts. 11. Facilitate a discussion to reflect on the activity. How many parts did you cut the heart into? (two parts) Are your parts equal in size? (no) Can the parts be called halves? (no) Explain. (The two parts are not the same size.) How did you decide where to cut the heart? Answers may vary. I had to cut it into two page 34 of 67

35 different sized parts; I could pick anywhere except right down the middle; etc. How were you able to verify that your parts were not cut equally? Answers may vary. I put one part over the other; I tried to make both sides different where I cut it; etc. Did everyone cut the heart the same way? (no) Explain. Answers may vary. Invite students to share their models with the class. Facilitate a discussion to emphasize the concept that two parts does not always mean two equal parts. 12. Instruct students to glue the two unequal parts closely together on handout: Fraction Recording Sheet under the section titled Unequal Parts Not Halves. 13. Instruct students to use a crayon to draw a line along the cuts to help them see how the two parts are not equally dividing the one whole. 14. Instruct students to find the two bears from their bag. 15. When all students have found the two bears, instruct students to cut one bear into two equal parts, making halves. Remind students that they might want to fold the bear first before they cut. 16. Instruct students to turn to their neighbor and explain how they cut the bear into two equal parts. 17. Facilitate a discussion to reflect on the activity. How many parts did you cut the bear into? (two parts) Are your parts equal in size? (yes) How did you decide where to cut the bear? Answers may vary. I tried to find the middle; etc. How were you able to verify that your parts were cut equally? Answers may vary. I put one part over the other; I tried to make both sides the same where I cut it; etc. page 35 of 67

36 Did everyone cut the bear the same way? (yes) Explain. Answers may vary. For it to be half, you could only cut it one way; etc. 18. Instruct students to glue the two equal parts, called halves, closely together on handout: Fraction Recording Sheet under the section titled Equal Parts Halves. 19. Instruct students to use a crayon to draw a line along the cuts to help them see how the two parts are equally dividing the one whole. 20. Instruct students to cut the other bear into two unequal parts. 21. Instruct students to turn to a neighbor and explain how they cut the bear into two unequal parts. 22. Facilitate a discussion to reflect on the activity. How many parts did you cut the bear into? (two parts) Are your parts equal in size? (no) Can the parts be called halves? (no) Explain. (The two parts are not the same size.) How did you decide where to cut the bear? Answers may vary. I had to cut it into two different sized parts; I could cut it anywhere except right down the middle; etc. How were you able to verify that your pieces were not cut equally? Answers may vary. I put one part over the other; I tried to make both sides different where I cut it; etc. Did everyone cut the bear the same way? (no) Explain. Answers may vary. Invite students to share their models with the class. Facilitate a discussion to emphasize the concept that two parts does not always mean two equal parts. page 36 of 67

37 23. Instruct students to glue the two unequal parts closely together on handout: Fraction Recording Sheet under the section titled Unequal Parts Not Halves. 24. Instruct students to use a crayon to draw a line along the cuts to help them see how the two parts are not equally dividing the one whole. 25. Instruct students to find the two flowers in their bag. 26. When all students have found the two flowers, instruct students to cut one flower into two equal parts, making halves. Remind students that they might want to fold the flower first before they cut. 27. Instruct students to turn to a neighbor and explain how they cut the flower into two equal parts. 28. Facilitate a discussion to reflect on the activity. How many parts did you cut the flower into? (two parts) Are your parts equal in size? (yes) How did you decide where to cut the flower? Answers may vary. I tried to find the middle; etc. How were you able to verify that your parts were cut equally? Answers may vary. I put one part over the other; I tried to make both sides the same where I cut it; etc. Did everyone cut the flower the same way? (yes) Explain. Answers may vary. For it to be half, you could only cut it one way, etc. Explain to students that, like the circle, the cut could be facing any direction, but it is still considered the same way to cut. 29. Instruct students to glue the two equal parts, called halves, closely together on handout: Fraction page 37 of 67

38 Recording Sheet under the section titled Equal Parts. 30. Instruct students to use a crayon to draw a line along the cuts to help them see how the two parts are equally dividing the one whole. 31. Instruct students to cut the other flower into two unequal parts. 32. Instruct students to turn to a neighbor and explain how they cut the flower into two unequal parts. 33. Facilitate a discussion to reflect on the activity. How many parts did you cut the flower into? (two parts) Are your parts equal in size? (no) Can the parts be called halves? (no) Explain. (The two parts are not the same size.) How did you decide where to cut the flower? Answers may vary. I had to cut it into two different sized parts, etc. How were you able to verify that your pieces were not cut equally? Answers may vary. I put one part over the other; I tried to make both sides different where I cut it; I could cut it anywhere except right down the middle; etc. Did everyone cut the flower the same way? (no) Explain. Answers may vary. Invite students to share their models with the class. Facilitate a discussion to emphasize the concept that two parts does not always mean two equal parts. 34. Instruct students to glue the two unequal parts closely together on handout: Fraction Recording Sheet under the section titled Unequal Parts. 35. Instruct students to use a crayon to draw a line along the cuts to help them see how the two parts page 38 of 67

39 are equally dividing the one whole. 36. Invite students to share their models. Facilitate a discussion on which parts represent fair shares and why. Practice Stations The practice stations are designed to engage students in independent and collaborative projects that develop mathematical concepts and comprehension. Reflection is a very important part of the station cycle. After each station cycle, students need to be given time to reflect on their learning. Each station is about 20 minutes. All stations are designed for small groups. These groups may rotate to all stations during the week, or students may rotate to specific stations (e.g., all students can work on one station per day, or stations can be assigned by teacher, or student choice, etc.). Practice Stations ATTACHMENTS Handout: Geoboard Parts (1 per student) Handout: Left Hand Right Hand (1 per student) Instructional Procedures: 1. Repeat all Practice Stations from Monitor student groups to ensure all students are engaged appropriately for the targeted skill of each station. MATERIALS geoboard (1 per 2 students) bands (1 per 2 students) rubber band (1 per 2 students, 4-5 per teacher) pencil (1 per student) Sack of Counters (1 per 2 students) paper (1 sheet per student) cutouts (small, circles, squares, rectangles) (1 set per student) crayons (1 box per student) page 39 of 67

40 glue (1 per student) Card Sorting Mat (1 per student) playing cards (Ace 9 cards of all 4 suits) (1 set per student) 4 Daily Routines Daily Routines Instructional Procedures: 1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed on the Daily Routine Bulletin Board as you count. Say: MATERIALS Daily Routine Bulletin Board (1 per teacher) (previously created) Let s use what we ve learned about patterns to help us locate numbers on the chart. In which row should you look if you want to find the number 99? (the row that begins with 91) Explain. (The row that begins with 91 has all the numbers after 90 in it, including 100.) In which column is the number 99? (the column that begins with 9.) Explain. (All numbers ending in the digit 9 are in the column that begins with 9.) 2. Instruct students to count backward from 40 to 1. Then, count backward to 1, starting with any number less than Invite a student to lead the class in singing the s of the Week Song and the Months of the page 40 of 67

41 Year Song. 4. Write or display the dates for yesterday, today, and tomorrow on the board in month, day, and year format (e.g., January 9, 2013). 5. Invite a student to point out where to locate each of the components of the dates on the calendar. 6. Instruct students to say all the dates in a complete sentence, starting with the day of the week (e.g., Today is Wednesday, January 9 th, ; Yesterday was Tuesday, January 8 th, ; Tomorrow will be Thursday, January 10 th, ). Does today represent the past, the present, or the future? (the present) Does yesterday represent the past, the present, or the future? (the past) Does tomorrow represent the past, the present, or the future? (the future) 7. Instruct students to look at the calendar. What is the first day of this month? Answers may vary. What is the last day of this month? Answers may vary. How many days are in this month? Answers may vary. How many weeks are in this month? Answers may vary. What is the current week? Answers may vary. Topics: MATERIALS page 41 of 67

42 Half Halves Parts Equal parts Unequal parts Whole Fractions Elaborate 2 Students demonstrate the concepts of a whole and a half by cutting clay or play dough shapes into two parts and justifying why a given part is or is not a half. Instructional Procedures: 1. Distribute clay or play dough, a sheet of paper, and a craft stick to each student. clay or play dough (1 per student) craft stick (1 per student) paper (1 sheet per student) TEACHER NOTE Not all triangles can be divided into two equal parts. If a student creates a triangle that cannot be divided equally, facilitate a class discussion emphasizing that there are different types of triangles and comparing those that can be divided equally and those that cannot. 2. Explain to students that they are going to create different shapes with the play dough and practice cutting them into equal and unequal parts. Students will also verbally explain to a neighbor how they represented equal or unequal parts. 3. Instruct students to make a circle with the play dough on the sheet of paper. 4. When students have created a circle, instruct students to use the craft stick to cut the shape into two equal parts called halves. 5. Instruct students to turn to a neighbor and explain how they cut the circle into two equal parts. 6. Facilitate a discussion to reflect on the activity. page 42 of 67

43 How many parts did you cut your circle into? (two parts) Are your parts equal in size? (yes) How did you decide where to cut the circle? Answers may vary. I tried to find the middle; etc. How were you able to verify that your parts were cut equally? Answers may vary. I put one part over the other; I tried to make both sides the same where I cut it; etc. Did everyone cut the circle the same way? Explain. Answers may vary. Yes, the cuts are in different directions, but they still show the same way to cut; no, I cut mine straight across; no, I cut mine up and down; etc. Explain to students that even though the circles were cut in different directions, it is still considered the same way to cut. 7. Instruct students to join their play dough pieces back together and to create another circle. 8. When students have created a circle, instruct students to use the craft stick to cut the shape into two unequal parts. 9. Instruct students to turn to a neighbor and explain how they cut the circle into two unequal parts. 10. Facilitate a discussion to reflect on the activity. How many parts did you cut your circle into? (two parts) Are your parts equal in size? (no) Can the parts be called halves? (no) Explain. (The two parts are not the same size.) page 43 of 67

44 How did you decide where to cut the circle? Answers may vary. I had to cut it into two different sized parts; etc. How were you able to verify that your pieces were not cut equally? Answers may vary. I put one part over the other; I tried to make both sides different where I cut it; I could cut it anywhere except right down the middle; etc. Did everyone cut the circle the same way? (no) Explain. Answers may vary. If not, how were they different? Answers may vary. 11. Instruct students to join their play dough back together and to create a square. 12. When students have created a square, instruct students to use the craft stick to cut the shape into two equal parts called halves. 13. Instruct students to turn to a neighbor and explain how they cut the square into two equal parts. 14. Facilitate a discussion to reflect on the activity. How many parts did you cut your square into? (two parts) Are your parts equal in size? (yes) How did you decide where to cut the square? Answers may vary. I tried to find the middle; etc. How were you able to verify that your parts were cut equally? Answers may vary. I put one part over the other; I tried to make both sides the same where I cut it; etc. Did everyone cut the square the same way? (no) Explain. Answers may vary. I cut mine straight across; I cut mine up and down; I cut mine from corner to corner; etc. page 44 of 67

45 15. Explain that like the rectangle, even though the squares were cut in different directions, they still created two equal parts. 16. Instruct students to join their play dough pieces back together and to create another square. 17. When students have created a square, instruct students to use the craft stick to cut the shape into two unequal parts. 18. Instruct students to turn to a neighbor and explain how they cut the square into two unequal parts. 19. Facilitate a discussion to reflect on the activity. How many parts did you cut your square into? (two parts) Are your parts equal in size? (no) Can the parts be called halves? (no) Explain. (The two parts are not the same size.) How did you decide where to cut the square? Answers may vary. I had to cut it into two different sized parts; I could cut it anywhere except right down the middle; etc. How were you able to verify that your pieces were not cut equally? Answers may vary. I put one part over the other; I tried to make both sides different where I cut it; etc. Did everyone cut the square the same way? (no) Explain. Answers may vary. If not, how were they different? Answers may vary. 20. Instruct students to join their play dough and to make a triangle. Explain to students that triangles can be a tricky shape because not all triangles can be cut into two equal parts. 21. When students have created a triangle, instruct students to use the craft stick to cut the shape into two equal parts called halves. Explain to students that they may need to try several triangle shapes page 45 of 67

46 before they are able to divide one into two equal parts. Monitor students to ensure they are creating an appropriate triangle that can be divided into halves. 22. Instruct students to turn to a neighbor and explain how they cut the triangle into two equal parts. 23. Facilitate a discussion to reflect on the activity. How many parts did you cut your triangle into? (two parts) Are your parts equal in size? (yes) How did you decide where to cut the triangle? Answers may vary. I tried to find the middle; etc. How were you able to verify that your parts were cut equally? Answers may vary. I put one part over the other; I tried to make both sides the same where I cut it; etc. Did everyone cut the triangle the same way? Explain. Answers may vary. If the whole triangle started the same, then the parts were cut the same way; etc. 24. Instruct students to join their play dough pieces back together and to create another triangle. 25. When students have created a triangle, instruct students to use the craft stick to cut the shape into two unequal parts. 26. Instruct students to turn to a neighbor and explain how they cut the triangle into two unequal parts. 27. Facilitate a discussion to reflect on the activity. How many parts did you cut your triangle into? (two parts) page 46 of 67

47 Are your parts equal in size? (no) Can the parts be called halves? (no) Explain. (The two parts are not the same size.) How did you decide where to cut the triangle? Answers may vary. I had to cut it into two different sized parts; I could cut the triangle anywhere except right down the middle; etc. How were you able to verify that your parts were not cut equally? Answers may vary. I put one part over the other; I tried to make both sides different where I cut it; etc. Did everyone cut the triangle the same way? (no) Explain. Answers may vary. If not, how were they different? Answers may vary. 28. Facilitate a class discussion reviewing the meaning of the words parts, whole, half, halves, equal, not equal, and fair share. Practice Stations The practice stations are designed to engage students in independent and collaborative projects that develop mathematical concepts and comprehension. Reflection is a very important part of the station cycle. After each station cycle, students need to be given time to reflect on their learning. Each station is about 20 minutes. All stations are designed for small groups. These groups may rotate to all stations during the week, or students may rotate to specific stations (e.g., all students can work on one station per day, or stations can be assigned by teacher, or student choice, etc.). Practice Stations ATTACHMENTS Handout: Geoboard Parts (1 per student) Handout: Left Hand Right Hand (1 per student) Instructional Procedures: MATERIALS 1. Repeat all Practice Stations from 1. geoboard (1 per 2 students) bands (1 per 2 students) page 47 of 67

48 2. Monitor student groups to ensure all students are engaged appropriately for the targeted skill of each station. rubber band (1 per 2 students, 4-5 per teacher) pencil (1 per student) Sack of Counters (1 per 2 students) paper (1 sheet per student) cutouts (small, circles, squares, rectangles) (1 set per student) crayons (1 box per student) glue (1 per student) Card Sorting Mat (1 per student) playing cards (Ace 9 cards of all 4 suits) (1 set per student) 5 Daily Routines Daily Routines Instructional Procedures: 1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed on the Daily Routine Bulletin Board as you count. Say: Let s use what we ve learned about patterns to help us locate numbers on the chart. MATERIALS Daily Routine Bulletin Board (1 per teacher) (previously created) s of the Week Calendar Ring (1 per student) (previously created) page 48 of 67

49 In which row should you look if you want to find the number 47? (the row that begins with 41) Explain. (The row that begins with 41 has all the numbers after 40 in it, including 50.) In which column is the number 47? (the column that begins with 7) Explain. (All numbers ending in the digit 7 are in the column that begins with 7.) 2. Instruct students to count forward to 40, starting with 1. Then, count forward to 40, starting with any number. 3. Write or display the dates for yesterday, today, and tomorrow on the board in month, day, and year format (e.g., January 9, 2013). 4. Invite a student to point out where to locate each of the components of the dates on the calendar. 5. Instruct students to say all the dates in a complete sentence, starting with the day of the week (e.g., Today is Wednesday, January 9 th, ; Yesterday was Tuesday, January 8 th, ; Tomorrow will be Thursday, January 10 th, ). Does today represent the past, the present, or the future? (the present) Does yesterday represent the past, the present, or the future? (the past) Does tomorrow represent the past, the present, or the future? (the future) 6. Distribute a previously created s of the Week Calendar Ring to each student. Invite students to chorally read along with you the days of the week in sequential order. What day is today? Answers may vary. page 49 of 67

50 What will the day be five days from now? Answers may vary. How many more days are there until Sunday? Answers may vary. Is the 5 th day of the week a week day or a weekend day? (week day) How many days are in one week? (7 days) Topics: ATTACHMENTS Half Halves Parts Equal parts Unequal parts Whole Fractions Fair share Handout: Equal or Unequal Cards 1 (1 set per teacher) MATERIALS cardstock (1 sheet per teacher) scissors (1 per teacher) Explore/Explain 3 Students verbally explain and justify if a picture card represents equal or unequal parts. Instructional Procedures: 1. Prior to instruction, create a set of Equal or Unequal Cards for each teacher by copying handout: Equal or Unequal Cards 1 on cardstock, laminating, and cutting apart. 2. Explain to students that you are going to hold up a card. Students are to decide if the picture on the card shows equal parts or unequal parts. If they think the picture card represents equal parts they page 50 of 67

51 will hold their thumbs up. If they think the picture card represents unequal parts, they will hold their thumbs down. 3. Display one Equal or Unequal Card that represents a half. 4. Instruct students to give a thumbs up or thumbs down sign to signal their decision. 5. Instruct students to turn to a neighbor and explain and justify their decision. 6. Invite students to share their explanations. How many parts are represented on the whole picture? (two parts) Is each part equal in size? (yes) What are two equal sized parts called? (halves) Instruct students to chorally count the parts aloud, one half, two halves. What do two halves put together make? (one whole) If you and your neighbor each received one of the pieces, would you each receive a fair share? (yes) Explain. Answers may vary. Both parts are equal; both parts are the same size; etc. 7. Display one Equal or Unequal Card that is not a half. 8. Instruct students to give a thumbs up or thumbs down sign to signal their decision. 9. Instruct students to turn to a neighbor and explain and justify their answer. 10. Invite students to share their explanations. page 51 of 67

52 How many parts are represented on the whole picture? (two parts) Is each part equal in size? (no) Are the two parts halves? (no) Explain. (They cannot be called halves because they are not equal in size.) If you and your neighbor each received one of the pieces, would you each receive a fair share? (no) Explain. Answers may vary. No, because they are different sizes; no, because they are not equal; no, because one size is smaller than the other; etc. 11. Repeat the process and questioning with the other Equal or Unequal Cards. Topics: ATTACHMENTS Half Halves Parts Equal parts Unequal parts Whole Elaborate 3 Students determine whether a pictorial representation of a shape was divided into equal or unequal parts. Instructional Procedures: 1. Distribute handout: Equal or Unequal Cards 2, handout: Fraction Recording Sheet, a pair of Handout: Equal or Unequal Cards 2 (1 per student) Handout: Fraction Recording Sheet (1 per student) MATERIALS scissors (1 per student) glue (1 per student) TEACHER NOTE Handout: Equal or Unequal Cards 2 includes representations of triangles which can be more page 52 of 67

53 scissors, and glue to each student. 2. Explain to students that they will now decide if a shape was divided into two equal parts or two unequal parts. 3. Instruct students to cut out each shape from handout: Equal or Unequal Cards 2 along the bold lines, not the dotted lines. 4. When all shapes have been cut, instruct students to observe the dotted line on each shape. Explain to students that the dotted line shows where the shape could be cut into two parts. 5. Instruct students to determine if each shape represents two equal parts or two unequal parts based on the dotted lines. 6. Explain to students that if the shape represents equal parts, they will glue the shape under the section of the paper titled Equal Parts Halves on handout: Fractions Recording Sheet. If the shape represents unequal parts, then they will glue the shape in the section titled Unequal Parts Not Halves. 7. Instruct students to write a sentence explaining the terms equal and unequal on the back of their handout. 8. Monitor and assess students to check for understanding providing assistance with writing the sentence, as necessary. Facilitate individual discussions allowing students to explain and justify their decisions. 9. Allow time for students to complete the activity. Invite students to share their work. Facilitate a discussion about which shapes represent a fair share and why. challenging for students when trying to determine equal parts. Monitor students carefully as they place the triangles on the recording sheet. page 53 of 67

54 Practice Stations The practice stations are designed to engage students in independent and collaborative projects that develop mathematical concepts and comprehension. Reflection is a very important part of the station cycle. After each station cycle, students need to be given time to reflect on their learning. Each station is about 20 minutes. All stations are designed for small groups. These groups may rotate to all stations during the week, or students may rotate to specific stations (e.g., all students can work on one station per day, or stations can be assigned by teacher, or student choice, etc.). Practice Stations ATTACHMENTS Handout: Geoboard Parts (1 per student) Handout: Left Hand Right Hand (1 per student) Instructional Procedures: 1. Repeat all Practice Stations from Monitor student groups to ensure all students are engaged appropriately for the targeted skill of each station. MATERIALS geoboard (1 per 2 students) bands (1 per 2 students) rubber band (1 per 2 students, 4-5 per teacher) pencil (1 per student) Sack of Counters (1 per 2 students) paper (1 sheet per student) cutouts (small, circles, squares, rectangles) (1 set per student) crayons (1 box per student) glue (1 per student) Card Sorting Mat (1 per student) playing cards (Ace 9 cards of all 4 suits) (1 set per student) page 54 of 67

55 6 Daily Routines Daily Routines Instructional Procedures: 1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed on the Daily Routine Bulletin Board as you count. Say: Let s use what we ve learned about patterns to help us locate numbers on the chart. MATERIALS Daily Routine Bulletin Board (1 per teacher) (previously created) Months of the Year Sentence Strips (1 set per teacher) (previously created) In which row should you look if you want to find the number 19? (the row that begins with 11) Explain. (The row that begins with 11 has all the numbers after 10 in it, including 20.) In which column is the number 19? (the column that begins with 9) Explain. (All numbers ending in the digit 9 are in the column that begins with 9.) 2. Instruct students to count backward from 40 to 1. Then, count backward to 1, starting with any number less than Write or display the dates for yesterday, today, and tomorrow on the board in month, day, and year format (e.g., January 9, 2013). 4. Invite a student to point out where to locate each of the components of the dates on the calendar. 5. Instruct students to say all the dates in a complete sentence, starting with the day of the week page 55 of 67

56 (e.g., Today is Wednesday, January 9 th, ; Yesterday was Tuesday, January 8 th, ; Tomorrow will be Thursday, January 10 th, ). Does today represent the past, the present, or the future? (the present) Does yesterday represent the past, the present, or the future? (the past) Does tomorrow represent the past, the present, or the future? (the future) 6. Using the labeled Months of the Year sentence strips, chorally read the months in the year. 7. Facilitate a discussion about the months of the year using positional and connective language to communicate past, present, and future. What is the name of the current month? Answers may vary. What is the name of last month? Answers may vary. Does last month represent the past, present, or future? (the past) What will next month be? Answers may vary. How many more months until the end of the school year? Answers may vary. How many more months until the end of this calendar year? Answers may vary. Evaluate 1 ATTACHMENTS Instructional Procedures: 1. Prior to instruction, use construction paper, scissors, and a marker to create 4 paper circle cutouts Teacher Resource: Unit 12 Performance Indicator Anecdotal Record PI page 56 of 67

57 to resemble the figures in the Performance Indicator(s). 2. Assess student understanding of related concepts and processes by using the Performance Indicator(s) aligned to this lesson. 3. Use Teacher Resource: Unit 12 Performance Indicator Anecdotal Record PI, included at the end of this document. Some students will achieve this performance before others. This documentation tool will allow you to keep track of which students have mastered each required Performance Indicator(s) for the 6 weeks. If a student does not successfully master this Performance Indicator(s), multiple opportunities should be provided to display mastery. MATERIALS construction paper (9 x 12 ) (4 sheets per teacher) scissors (1 per teacher) marker (1 per teacher) Performance Indicator(s): Kindergarten Mathematics Unit 12 PI 01 Orally present a real life situation such as: Sid s family went to Pizza Planet and bought four small pizzas. The following figures represent how each of the pizzas were cut in two pieces: Use the paper cut-outs to identify the figures that represent two equal parts. Orally justify your thinking why each pizza is or is not divided into two equal parts. Standard(s): K.3A, K.3B, K.15 ELPS ELPS.c.3J page 57 of 67

58 Practice Stations The practice stations are designed to engage students in independent and collaborative projects that develop mathematical concepts and comprehension. Reflection is a very important part of the station cycle. After each station cycle, students need to be given time to reflect on their learning. Each station is about 20 minutes. All stations are designed for small groups. These groups may rotate to all stations during the week, or students may rotate to specific stations (e.g., all students can work on one station per day, or stations can be assigned by teacher, or student choice, etc.). Practice Stations ATTACHMENTS Handout: Geoboard Parts (1 per student) Handout: Left Hand Right Hand (1 per student) Instructional Procedures: 1. Repeat all Practice Stations from Monitor student groups to ensure all students are engaged appropriately for the targeted skill of each station. MATERIALS geoboard (1 per 2 students) bands (1 per 2 students) rubber band (1 per 2 students, 4-5 per teacher) pencil (1 per student) Sack of Counters (1 per 2 students) paper (1 sheet per student) cutouts (small, circles, squares, rectangles) (1 set per student) crayons (1 box per student) glue (1 per student) Card Sorting Mat (1 per student) playing cards (Ace 9 cards of all 4 suits) (1 set per student) page 58 of 67

59 04/21/2013 page 59 of 67

60 Halves Kindergarten Mathematics Unit: 12 Lesson: 01 Example Non-example 2012, TESCCC 10/26/12 page 1 of 1

61 Geoboard Parts Kindergarten Mathematics Unit: 12 Lesson: 01 Example Non-example 2012, TESCCC 10/26/12 page 1 of 1

62 Kindergarten Mathematics Unit: 12 Lesson: 01 Left Hand Right Hand Left Hand 2012, TESCCC Right Hand 10/26/12 page 1 of 1

63 Card Sorting Mat Kindergarten Mathematics Unit: 12 Lesson: , TESCCC 10/26/12 page 1 of 1

64 Fraction Recording Sheet Kindergarten Mathematics Unit: 12 Lesson: 01 Equal Parts Halves Unequal Parts Not Halves 2012, TESCCC 10/26/12 page 1 of 1

65 Equal or Unequal Cards 1 Kindergarten Mathematics Unit: 12 Lesson: , TESCCC 10/26/12 page 1 of 1

66 Equal or Unequal Cards 2 Kindergarten Mathematics Unit: 12 Lesson: , TESCCC 10/26/12 page 1 of 1

67 Possible Lesson 01 Unit 12 Performance Indicator Anecdotal Record PI Teacher s Name Grade Level Kindergarten 5 th Six Weeks Student Name Orally present a real life situation such as: Sid s family went to Pizza Planet and bought four small pizzas. The following figures represent how each of the pizzas were cut in two pieces: Use the paper cut-outs to identify the figures that represent two equal parts. Orally justify your thinking why each pizza is or is not divided into two equal parts. (K.3A, K.3B; K.15) 2012, TESCCC 10/26/12 page 1 of 1