Submitted by: Stephanie Shaw CWID: 50139697

nd
Grade Level: 2 Mentor Teacher: Sharon Williams
Subject/Topic: Math

Partitioning Unfamiliar Shapes

Rationale: The students will use a drawing to

represent a solution to a word problem involving an Materials/Equipment: Envision Math 2.0 workbook,
irregular shape and will divide the drawing into equal pencil, fraction war cards, task cards, math notebook.
parts.

Foresman, S., & Wesley, A. (2015). Envision

Math 2.0 (Vol. 2A). Pearson Education, Inc. .

TEKS Achieved: 111.4 B 3(A) Partition objects into Accommodations:

equal parts and name the parts, including halves,
fourths, and eighths, using words. 3(D) identify
examples and non-examples of halves, fourths, and
eighths.
1. Read the word problems to the students
or help with any unfamiliar words.
2. Have students divide shapes into halves
first before moving onto fourths or
eights.
3. In small groups, provide students with 3
cut out circles and ask them to divide
and fold and color each into halves,
fourths and eights.

Classroom Strategies:
Blooms Differentiated Cooperative Groups
Hands-On
Curriculum
Taxonomy: Learning: Technology Integration:
Centers
Knowledge/Remember Auditory Independent Activities Math
Comprehension/Understand Visual/Spatial Problem Solving Reading
Application Kinesthetic Writing
Analysis Logical/Math
Create / Synthesis Verbal/Linguistic
Evaluation Intrapersonal

Objectives:
 TSW encounter

familiar and unfamiliar shapes that they must divide into halves, fourths, or eights.

TSW use a drawing to

represent a solution to a word problem involving an irregular shape.

Lesson Plan:

Introduction
(Anticipatory Set/Focus/Motivation): Reintroduce the pizza plate from the previous
days lesson. Ask students about how each plate was divided and into how many equal parts.
Discuss with students if the shape is a familiar shape or an unfamiliar shape.

Information Giving:
Students will be placed into 3 different small groups based on their previous MAP testing
scores. There will be one group at the teacher table, another group on the computer
working on FastMath or Pearson Games, and a third group will be playing Fraction War or
Task Cards on the carpet with their math notebook. Tell students now that they know how
to divide regular shapes such as rectangles, squares, and circles into halves, fourths, and
eights, they will now learn how to divide irregular (unfamiliar) shapes into equal parts.
Discuss with students the meaning of the word irregular.

Check for Understanding: Ask students if they can give an example of a familiar shape and
explain what an unfamiliar shape might be.

Guided Practice: Guide

students through the Envisions workbook page 611 and 612. Build students understanding
by reading the directions and asking what are you supposed to do? (Divide the shapes into
4 equal parts and 8 equal parts) Ask questions such as How is this shape different from
those that weve had to divide before? (Its not a square, rectangle, or circle) Is there
one piece of the shape that sticks out? Which shape is this part? (Yes, square) Tell
students to see if they can find more of this shape in the rest of the figure. Model for
students how to partition or divide the unfamiliar shape. Tell the students to think of a
plan before they begin dividing the shape. Have students label the parts as halves,
fourths, or eighths. Ask students how many equal parts should your drawing show?
Continue with the guided practice on page 612 in the Envision workbook. Read the word
problem and ask students why there must be 4 equal parts. What makes this shape
different from most of the shapes weve worked with before when making equal parts?
(Its not a square, rectangle, or circle) How do you know the parts in each shape are equal?
After students have discussed and answered these questions, have them complete
numbers 1 and 2 on page 612. Have students label the fractional part of the shapes.
 Explain to students it is helpful to look for simple shapes such as rectangles and squares
when dividing the complex shape into fractional parts. If students have difficulty dividing
the shape into four equal parts, then have them begin by dividing the shape into two equal
parts and then divide each of those parts into two equal parts.

Check for Mastery: Ask students when you divide a shape into two equal parts, what are the
parts called? Four equal parts? Eight equal parts? (Halves, fourths, or eighths).

Independent Practice:
Explain to students there may be more than one way to divide the shape into halves,
fourths, or eighths. Discuss trying to divide the shapes into two equal halves first before
dividing into fourths or eighths. Also, remind students to think of a plan before they begin
dividing the shape. Students will now begin the independent practice questions on page
613-614 in the Envision workbook. Facilitate students learning and provide guidance or
additional support when needed.

Assessment/Evaluation: Students will be assessed by their ability to draw out and divide
the unfamiliar shapes into equal parts in their Envision workbook problems.

Closure/Culminating
Activity: Draw an unfamiliar shape on the board for students to copy in their math
notebook. Ask students to divide the shape into fourths and then into eights as an
evidence of learning.

Enrichment/Extension: Talk with students about sharing a piece of chocolate bar with 4
other people. Ask students how will I divide that chocolate evenly? Also, have students
compare two fractions by asking if Person A divides their pizza into fourths, and Person B
divides their pizza into eighths, who will have the largest piece of pizza? Have students
record their answers in their math notebooks. As an extension for early finishers, ask
what could you do to divide the parking lot into 16 equal parts? (Take the eights and divide
each one in half).

Reteach: Use connecting cubes and have students work in pairs. Ask them to work
together to put four cubes together to make two different shapes. Then have each pair
draw a picture to show each cube shape. Tell them to label the fractional unit. Discuss the
cube shapes and drawings. Repeat this activity with eight cubes.

Accommodations and/or Modifications: Read the word problems to the students or help
with any unfamiliar words. Have students divide shapes into halves first before moving onto
fourths or eights. In small groups, provide students with 3 cut out circles and ask them to
divide and fold and color each into halves, fourths and eights.