Lesson Plan Cookie Fractions

Math Lesson
2.G.A.3 - Partition circles and rectangles into two, three, or four equal shares,
describe the shares using the words halves, thirds, half of, a third of, etc., and
describe the whole as two halves, three thirds, four fourths. Recognize that equal
shares of identical wholes need not have the same shape.
Knowledge Targets
Students must know circles and rectangles can be divided into equal shares
or pieces.
Students must know that equal shares make up a whole.
Reasoning Targets
Students must recognize equal shares of a whole as having the same area.
Students must know equal shares are based on the same area not necessarily
the same shape.(Goal from last year 3.2)
Performance Targets
Students must describe two equal shares of a whole as halves, three equal
shares of a whole as thirds, and four equal shares of a whole as fourths.
Students must describe a whole by the number of total shares (e.g., twohalves, three-thirds,
Number Talks: TW bring S to carpet for Number Talks. Problem for board:

Problem for board: 137+ 265= (402)

Wait time/ select a few to put answers on the board with names. Volunteer
strategy (Teacher will write as child speaks) (I1/4). Thumbs up/down

1. Build Background Knowledge

Introduce Learning Target:
---> What?: I can divide/partition a shape into equal shares and refer to them as
halves, thirds, and fourths. I know that two equal shares are halves, three equal
shares are thirds, and four equal shares are fourths. (I2/1)(I4/1)
---> Why?:Why do we need to know about fractions? talk to group
When will we /you need to do this in real life?
On sticky note call #3

---> How?: I know that you understand that fractions are equal shares of a whole
when you can take a shape and divide it into halves, thirds, and fourths.
TW review fractions and discuss the following vocabulary (anchor chart) (I1/1)
equal, fourths, half (halves), partition, shares, thirds, wholes
Concept Development
TW explain that we will be exploring Halves, Thirds, Fourths.
TW explain that today we are all becoming bakers. Our task is to fulfill cookie
orders for our customers.
Tell the students the following scenario:
You own your own bakery. Your specialty is fraction cookies. People place
orders from all over the country for your cookies. You have recently received the
following orders.
Within this task, students will be partitioning circles (cookies) and discussing these
circles in reference to their fractional parts.)S2/I2
Before filling the order by making the cookies, you like to confirm your order
with a drawing for the customer. (If the toppings ordered do not cover an entire
cookie, customers want the remaining portion of the cookie to be left plain.)
Using the circle templates below, show how you would create each cookie with
the correct fractional amounts of toppings.
TW model for order number three (One Fourth of a cookie will have M&Ms, one
fourth sprinkles, and two -fourths chocolate.) TW ask based on these order
directions, how many shares will I be partitioning this circle into? Allow S to share
using Round Robin without beginning task yet
TW model how to create this cookie. Also model how to represent the fraction for
each share of the cookie. TW require each share to be labeled under the cookie.
TW create a chart for how to represent the different cookie toppings so that way
we can be consistent.
TW draw attention to order number 2: has directions for one fourth and two
fourths, but not the final fourth....in this case it would be left blank
SW work on cookie fractions using Rally Coach, while T circulates. Partner B will

decide how to partition cookie for question 1, and both partners will do this.
Partner B will also tell how to label each piece of the CUT cookie (S2/ I3)
Rally Coach order: Order1: B coaches Order 6: B coaches
Order 2: A coaches
Order 7: A coaches
Order 4: B coaches
Order 8: B coaches
Order 5: A coaches

Discuss results whole group. Ask questions such as: for question number 2, when
we partitioned the circle into fourths, how would 3 people be able to share those
pieces equally.
Exit Ticket: SW take exit slip in which they have to partition a circle in half, thirds, and
fourths. SW share in one half, two-thirds, and three-fourths.

Small group extension: If students are not getting it they will be pulled to back table for
review of partitioning of shapes.