Math 3-31

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Abbreviated Lesson Plan Template
Name: Nina Zabel
Content Area: Math, Unit of Study 11: Two-Dimensional Shapes Including Equal and Unequal Parts
Class Description: Grade 1
Sunshine State
Standards/Common
Core State Standards:
CCSS.MATH.CONTENT.1.G.A.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.
CCSS.MATH.CONTENT.1.G.A.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.
Objectives Instructional activities Assessments Materials
Accommodations/
Modifications
Describe equally
decomposed pieces as
halves, fourths, or quarters.
Demonstrate
decomposing shapes into
equal and unequal pieces.
Give students a premade shape outline based on their
level of mastery from our last lesson and 2-D shape
manipulatives. Give them 3 minutes to try and fill in the
shape outline.
Model and then direct students to write how many of
each 2-D shape they combined to create the outlined
shape. Have them take each away and trace where the
shape lies.
Have students turn and talk: Are the pieces that you
decomposed the outlined shape into equal? Explain why
or why not? (2)
Have a few students share out what their partner said
and discuss with the group.
Explain the objective for todays lesson to the
students: Today we are going learn new math
vocabulary that will help us describe shapes that we
have decomposed or split up into equal pieces.
Have a student rephrase the objective.
Give students three pieces of square paper each. (This
can be done while students are turning and talking.)
Model for the students how to fold one of the papers
in half. Watch what I am about to do with my paper
and then I will give you time to do the same. Take two
of the equal sides on your square paper and bring them
together. When they are touching push down on your
paper to make a fold. Ms. Z likes to put her paper on the
table to do this because it is easier for me this way. My
shape is now folded in half. You try.
Ask: How many shapes did we decompose our square
paper into? (1) Identify what two shapes we
decomposed our square paper into are. (3) Compare this
paper that is folded in half with the original square.
Formative assessment:
Shape outlines that have
been decomposed.
Observations of shapes
folded that is recorded on
a checklist. Student self
assessment recorded on
diagram.

Summative assessment:
Assessment sheets.
SMART Board
Elmo
Writing utensils
Precut paper
shapes
2-D shapes
outlines
Pattern blocks
Assessment
sheets
Popsicle sticks
Shape outlines can be
differentiated. Bigger
shape outlines that would
call for more 2-D shapes
to be combined can be
given to higher level
students and simpler
outlines can be given to
lower level students.
Teacher guidance
specific to the students
can be given when
working individually.
Above level learners
can answer more
challenging questions
whereas lower level
learners can be asked
lower level questions.
Students who are
mastering the topic can
be asked to divide new
shapes into four equal
pieces.

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What can you tell me about the sizes of these two new
shapes? (4)
Have students label their paper with the word halves.
Direct students to fold one of their other squares in
half. (Use a checklist to go around and see who could do
this without help.) Model again if needed.
Have students turn and talk to their partner about what
they just did to the paper. Have a few students share out
and model.
Ask: How much of the original square is showing? Be
able to prove your answer. (6)
Model placing the new folded square on top of the
whole square as a strategy.
Take the paper that is now folded in half and model
for students how to fold in half again. Now we have
learned one math vocabulary word to describe equally
decomposed shapes, halves. Lets learn two more! I am
going to fold my half in half again. Watch me first and
then I will give you time to do this to your paper.
Give students time to fold their papers.
Turn and talk: How much of the original square shape
is showing now? Be able to prove your answer. (6) (If
students cannot answer this say that I am going to give
them more time to think about it and I will ask again
later in the lesson.)
Have students unfold their shapes if they have not
already.
Ask: Identify how many shapes have we folded our
original square into? What shapes? (3)
Turn and talk: Are they equal or unequal?
Demonstrate how you know? (2) Share. Are these equal
parts bigger or smaller than a half? Model how you
know. (3) Share.
I am showing four equal pieces. Since there are four
equal parts this is called a fourth. Can you say fourth?
Another way you can say this is a quarter like you have
four quarters in a dollar. Can you say quarter? I want to
hear you using this new vocabulary to describe equally
decomposed shapes from now on.
Have students label their shape fourths/quarters.
Ask: List the words we have learned today to describe
shapes that have been decomposed equally? (4)
Place a square piece that has been marked as though it
has been folded in fourths diagonally on the elmo.
Turn and talk: Explain if this is split into equal or
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unequal pieces. (5) Describe these pieces. (2) (If
students are having trouble describing ask them to use
math vocabulary that we have learned: half, quarter, and
fourth.) Share.
Have students complete a self-assessment from the
last question.
Do the same with a circle that has been decomposed in
half.
Model what needs to be done on the assessment. Pass
out the assessment piece and allow students individual
work time.