2nd (MAT) Targeted Standard (G) Domain: Geometry Cluster: Reason with shapes and their attributes
MAT02.G.03 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 identical wholes can be equally divided in different ways. Demonstrate understanding that partitioning shapes into more equal shares creates smaller shares. Partition: Divide into pieces. (ND)
Student Learning Targets:
Knowledge Targets
can identify onehalf, onefourth, and onethird shaded parts.
Reasoning Targets
I can understand that the same shape can be divided into equal parts in different ways.
Skills (Performance) Targets
I can divide circles and rectangles into 2,3,and 4 equal parts in different ways.
I can use the words halves, thirds, fourths, and half of to describe the equal parts.
I can describe one whole as being 2 halves, 3 thirds, and 4 fourths.
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student will recognize or recall specific terminology, such as:
Equal shares, halves, thirds, fourths, whole, divide, smaller shares, part
The student will perform basic processes, such as:
Partition circles and rectangles into halves.
Describe an equally partitioned whole as equal shares.
3 Proficient
“The Standard.” ... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
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 describes the whole as two halves, three thirds, four fourths,
Recognize that identical wholes can be equally divided in different ways.
Demonstrate an understanding that partitioning shapes into more equal shares creates smaller shares.
4 Advanced
... demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Compare and contrast halves, thirds, and fourths of rectangle or circle. Justify how two different ways to partition a rectangle result in equal piece sizes.
Apply knowledge of halves, thirds, and fourths to partition 3D shapes using geoblocks.
Student is able to partition shapes into parts with equal areas; express the area of each part as a unit fraction of the whole; determine if fractions are equivalent; and use models to prove if fractions are greater than/less than another.
I can write a fraction to represent the shaded portion of a shape.
I can represent a fraction using models or pictures.
I can explain why fractions are equivalent.
I can use pictures/models to prove if a fraction is greater than/less than another fraction.

3.5
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success.
3.0
Student is able to partition circles and rectangles into two, three, and four equal parts without error; use the words halves, thirds, fourths; and recognize equal shares of identical wholes can have different shapes.
I can divide shapes into 2, 3, and 4 equal parts in more than one way with no mistakes.
I can use the words halves, thirds, and fourths to describe the equal parts.

2.5
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
Student is able to divide shapes/pictures into halves and fourths in more than one way without error.
I can divide shapes into 2 and 4 equal parts in different ways with no mistakes.
I can use the words halves and fourths to describe the equal parts.

1.5
In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
Student is able to identify shapes that have 1/2 and 1/4 parts shaded without error.
I can identify shapes/pictures that show 1/2 and 1/4 with no mistakes.

0.5
Limited or no understanding of the skill is demonstrated.