Dividing Clay Shapes

Explicit Instruction/Teacher modeling

• Tell students that today you will be practicing dividing shapes into four equal quarters. Remind your students that equal means that each part is the same size. You can also say, “A quarter is the same as one fourth of a shape. For example, if I cut this circle into four equal parts, then each part is called a quarter or one fourth.”
• Point to one of the shapes partitioned unequally and have your students describe the pieces. Point out that the parts are different or unequal which means that they are different sizes.
• Sort the shapes displayed into two groups on the board: Those partitioned equally and those partitioned unequally. Point the difference out to your students and ask for their assistance as you are sorting. They could give a thumbs up if the shape is equal and a thumbs down if the shape is unequal.

Guided Practice

• Point to the group of shapes partitioned equally and ask your students to notice how many pieces each shape has.
• Remind your students that today you are looking for shapes divided into four equal quarters.
• Invite students to come up to the board and point to the shapes that are divided into four equal quarters.
• Circle the shapes that students identify.
• Explain how to label the divided shapes as ¼ or 4 quarters.

Independent working time

• Explain that students will get to divide their own shapes into four equal quarters using modeling clay.
• Show students how to roll the clay into a ball and then roll it out on a table or other surface. Use the top of the wide-mouth jar to make a circle in the clay.
• Demonstrate how to use the plastic knife to cut your circle in two halves, then cut again to make four quarters.
• Display the Dividing Shapes worksheet and demonstrate how to record your shape by drawing your clay shape with lines to show how it is divided. Then demonstrate how to finish the sentence starter, “My circle is divided into ...”
• Explain that students will get to work with a partner to create and divide their own shapes into quarters. Then they will individually complete the recording sheet to show their work.
• Arrange students into groups of two and pass out materials to each group.
• Circulate around the room to support students as needed.