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1-N-3-1

Page history last edited by Tashe Harris 6 years, 2 months ago

1.N.3.1 Partition a regular polygon using physical models and recognize when those parts are equal.

In a Nutshell

First Grade students begin to develop an understanding about fractional parts of a whole as they work on sharing tasks involving halves, thirds, and fourths. As students divide/partition objects equally to share with friends, they begin to develop an understanding of “fractional parts” and that these parts must be equal. Students become aware that the number of parts determines the fractional amount and the parts must be the same size (not necessarily the same shape).

Student Actions	Teacher Actions
Develop mathematical reasoning by identifying equal shared parts of a polygon and describe the whole as two of, or four of the shares. Develop accurate and appropriate procedural fluency as students use physical models to recognize and investigate the results of splitting 2-dimensional objects into equal sized pieces. Develop strategies for problem solving when partitioning polygons into equal pieces using manipulatives. Students should realize that the number of parts determines the fractional amount and the parts must be the same size but not necessarily the same shape. Develop the ability to communicate mathematically thought processes and ideas when partitioning polygons. Students will justify through peer interactions what makes the partitioning equal/not equal using appropriate vocabulary such as; equal, not equal, circle, square, rectangle, trapezoid, polygon, half, whole, divide, fair shares, etc...	Provide a variety of models (manipulatives) for students to use as they connect mathematical representations to partition a regular polygon into equal parts. Ask purposeful questions to facilitate understanding, such as, How can we divide shapes into equal parts? How do we know when parts are equal? Explain why we need equal parts? Facilitate meaningful math discourse through whole group and small group instruction as students using appropriate vocabulary such as, equal, not equal, circle, square, rectangle, trapezoid, polygon, half, whole, divide, fair shares, etc… Implement tasks that promote reasoning and problem solving by providing small group and whole group activities. Some examples can be folded paper activities, design your own equal parts flag, equally share a paper version of food like a cracker (square) or pizza (circle) with two, three, and four classmates.
Key Understandings	Misconceptions
Recognize that equal means being of the same size, quantity, or value. Have experiences with polygons in different orientations. For example, a square turned sideways is still a square. Have an understanding of fair shares in relationship to different polygons.	Parts do not have to be equal. Parts must be the exact same shape. Some students may think that the size of the equal shares is directly related to the number of equal shares. For example, they think that fourths are larger than halves because there are four fourths in one whole and only two halves in one whole. Students may think that a square that has been rotated so that the sides form 45-degree angles with the vertical diagonal is no longer a square.