Lesson plan

Sharing Birthday Cake: Trajectory of Understanding

teaches Common Core State Standards CCSS.Math.Content.3.NF.A.1 http://corestandards.org/Math/Content/3/NF/A/1
teaches Common Core State Standards CCSS.Math.Practice.MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
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Students will understand that a whole can be partitioned into equal groups or parts. The suggested public discussion of student work shows a trajectory of understanding across the three students. Discussing this work publicly is important because students are just beginning to understand the concept of equal partitions. It is also important because this task can elicit multiple solutions, which can help the students connect the ideas. Three pieces of work are shown. The first (Student Sample A) and second (Student Sample B) show the students have an understanding of the whole being partitioned or divided equally. They also have a good understanding of why the pieces need to be labeled with 1/4 based on their explanation. The third child (Student Sample C) shows some knowledge of the group needing 4 pieces to share, but does not show understanding of dividing a whole into four equal pieces. The work shows that each person should receive "1/4", but the model of the fraction as a part of the whole is incorrect. This Student Work Discussion Plan was created by a member of the 2015 Delaware Dream Team. Special Materials: Optional: pattern blocks, fraction bars