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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.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity.
  • MA.2.FR.1.1 Partition circles and rectangles into two, three or four equal-sized parts. Name the parts using appropriate language, and describe the whole as two halves, three thirds or four fourths.  
  • MA.2.FR.1.2 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.  

Overarching Key Concepts:

  • Fluency: Solve addition facts using ‘Near Doubles’ to build fluency to 20
  • Partition circles and rectangles into equal-sized parts, including parts that are different shapes.