Wyoming Math 1.G.3

1.G.3 is a cluster heading. These are the individual standards under it.

• 1.G.3a

  Describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

• 1.G.3b

  Describe the whole as two of, or four of the shares.

• 1.G.3c

  Recognize that decomposing into more equal shares creates smaller shares.

01

What Students Need to Do

Students split circles and rectangles into two or four equal parts. They call the parts halves, fourths, or quarters and say how many parts make the whole. They explain why a quarter of a shape is smaller than half of the same shape.

02

What Mastery Looks Like

A student can fold a paper circle or rectangle into two or four equal parts and correctly name one part. They can show that two halves or four quarters make a whole.

03

Common Misconceptions

Students may call any two pieces halves, even when one is bigger. They may think two lines always make four equal parts, or that fourths are bigger than halves because four is bigger than two.

04

How to Assess It

Exit ticket: Draw a rectangle with two equal parts and a circle with four equal parts, then shade and name one part of each. Complete: “A whole has ___ halves or ___ quarters; a quarter is ___ than a half of the same shape.”

1. 01

   Give students paper circles and rectangles to fold into two and four equal parts, then shade and label one part on each.

2. 02

   Show the same rectangle split into halves and quarters; ask, “Which share is smaller, and why?”

3. 03

   Deal cards showing circles and rectangles split equally or unequally; students match valid cards to half, fourth, or quarter.

4. 04

   Ask how to share one sandwich equally between two children, then four children; draw the cuts and compare each child's portion.

• 2.G.3

  Partition circles and rectangles into two, three, or four equal shares by: