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**In This Unit of Study…**

Students continue their learning of fractions by using circular or rectangular area models partitioned into two, three, or four equal-sized parts. Students describe the parts by using the words halves, thirds, and fourths. Students recognize that a whole is composed of two-halves, three-thirds, or four-fourths, and they recognize that equal-sized parts of identical wholes may not have the same shape. Fraction notation (1/2, 1/3, 1/4) is not introduced until Grade 3. When we partition shapes into halves, thirds, and fourths, the parts are identical, which helps us identify lines of symmetry. In this scope, students will focus on partitioning figures into equal-sized parts to lay the groundwork for identifying lines of symmetry in the future Two-Dimensional Figures scope. The expectation is not to use the word symmetry until the later scope.

**B.E.S.T. Benchmarks:**

- MA.2.FR.1.1
- MA.2.FR.1.2
- MA.2.GR.1.3 Identify line(s) of symmetry for a two-dimensional figure.
- MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity. (Using Ten)

**Key Concepts:**

- I can partition circles and rectangles into two, three, or four equal-sized parts and describe the whole using the words two halves, three thirds, and four fourths.
- I can explain how the more fractional parts used to make a whole, the smaller the parts will be.
- I can explain how the fewer the fractional parts used to make a whole, the larger the parts will be.
- I can partition circles and rectangles using mathematical examples and real-world examples.
- I can partition rectangles into two, three, or four equal-sized parts in two different ways, showing that equal-sized parts of the same whole may have different shapes.
- I can identify line(s) of symmetry for a two-dimensional figure.
- I can fold or partition two-dimensional figures to show symmetry.
- I can view an image and determine whether a given line is a line of symmetry or not.

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