Students' main task in this lesson is to divide shapes into equal parts. Students are going to: 
- divide rectangles and circles into two or four equal parts. 
- realize that breaking up shapes into more parts results in smaller shapes. 
- elucidate the equality of equal-sized fractions within the same whole.

- How can one create, build, model, and depict real-world scenarios or solve problems using spatial relationships, such as shape and dimension? 
- How can situations be modeled, described, and examined using geometric properties and theorems? 
- How can recognizing repetition or regularity help you solve problems faster? 
- How can mathematical reasoning and problem-solving be aided by applying the properties of geometric shapes? 

- Equal to: The same value as. 
- Fourth: One of four equal parts. 
- Fraction: Part of a whole. 
- Half Circle: One of two equal parts of a circle. 
- Half/Halves: One or more of two equal parts of a whole. 
- Quarter Circle: One of four equal parts of a circle. 
- Quarter of: One of four equal parts.

- Stuart J. Murphy. A Fair Bear’s Share. Harper Collins.
- cookie cutters
- Fill It game (M-1-4-2_Fill It Game and Spinner)
- Folding and Dividing Shapes activity (M-1-4-2_Folding and Dividing Shapes)
- Lesson 2 Formative Assessment Checklist (M-1-4-2_Lesson 2 Formative Assessment Checklist)
- Sharing Bread Assessment (M-1-4-2_Formative Assessment Sharing Bread)
- play dough (There are many play dough recipes available, on the Internet and elsewhere. Choose one you like, making sure the ingredients used are healthy and safe for all students.)
- play dough cards (M-1-4-2_Play Dough Cards)
- spinner (M-1-4-2_Spinner)
- vocabulary words (M-1-4-2_Lesson 2 Vocabulary Words for Word Wall)
- paper clips to use as spinners

- Lesson 2 Formative Assessment Checklist (M-1-4-2_Lesson 2 Formative Assessment Checklist) 
- Formative Assessment—Sharing Bread (M-1-4-2_Formative Assessment Sharing Bread)

Explicit instruction, modeling, and active engagement 
W: The lesson's main subject is geometry, and students gain more understanding of the subject by recognizing and classifying shapes that can be subdivided into smaller shapes. Students introduce fractions by talking about equal parts. 
H: Go through A Fair Bear's Share with students so they can learn about sharing and see shapes in the real world. Inform the class about a situation and solicit their assistance in coming up with a solution to divide the bread. 
E: Students work alone to divide shapes evenly into halves and quarters using play dough and craft sticks. 
R: Students will work with various cookie cutters on several occasions, and you might ask them to consider what they've learned.
E: Use class discussions or small-group work to assess students, and give them the chance to ask questions and get clarification when needed. Additionally, use an exit ticket formative assessment to evaluate students. 
T: Give students who have mastered the material more resources so they can put their knowledge into practice. Give people or small groups more time if necessary to address any particular questions. 
O: The main objective of this lesson is to have students divide shapes into equal parts. Students transition from group projects to solitary work. 

"At my house, I baked some pumpkin bread last night. Mrs. Smith thought it sounded delicious when I told her about it. I promised to give her the piece I brought with me for lunch today. I'm not sure how to share it. Would any of you please suggest a good way for me to share my bread? I'm going to ask you to keep your thoughts to yourself for the time being. We will discuss your ideas after I finish reading A Bear's Fair Share."

Read Stuart J. Murphy's book, A Bear's Fair Share. Discuss equal shares and what is happening in the book. Expose students to any misunderstandings they may have regarding this book.

"We're going to expand our math word wall with a few new vocabulary words. Before we post these terms, let's see if we can agree on their meaning. Recall our conversation regarding the book." You can add words from the lesson 2 vocabulary list (M-1-4-2 Vocabulary Words for Word Wall) to your word wall. If necessary, include illustrations to further clarify some of the vocabulary terms.

"Okay, so how many of you think you could assist me in finding a way to give Mrs. Smith some of my bread? Recall that the vocabulary we are learning can assist you in developing your idea. Let's clarify what the words mean for you. I am going to give you all a couple of cards, play dough, a craft stick, and a cookie cutter."

When you go through the directions, write them on a chart or the board. Before giving students any supplies, set an example for them to follow. "You're going to:

1. Spread the play dough out.
2. Cut the play dough into the shape you want by using the cookie cutter.
3. Select a card from the pile centering your group (M-1-4-2_Play Dough Cards).
4. Divide your shape into sections based on which card you have with the craft stick.
5. Place a card with a description of what you accomplished with your shape.

"I'll be around to make sure you divide your shape correctly." Discuss any misunderstandings and ascertain the students' understanding during this time. Instruct students who correctly identify the first shape or card to try another one. Utilize this period to document student comprehension as a formative assessment as well (M-1-4-2_Lesson 2 Formative Assessment Checklist).

Potential discussion starters or questions to pose to students include

"Explain the division you made in your shape."
"If you divided this half again, what do you think would happen to it?"
"If you divided the rectangle into quarters, how many parts would it have?"
"You had two circles. Which is bigger, the fourths or the halves?
"How many halves are in a rectangle?"
"How many fourths are equal to one-half?"
"How would you characterize this shape?"
"How are these two parts alike?"
"How are these parts different?"
"How did you partition the circle into equal segments?"

Allow students to sort the shapes into halves and quarters, then tidy up and return them to a shared area, such as the carpet.

"We're almost ready for lunch, and then it's time for me to give Mrs. Smith my bread. I'll give each of you a chance to explain why you think Mrs. Smith and I should share my bread equally. I have an image of a rectangle on this paper (M-1-4-2_Formative Assessment Sharing Bread). Please imagine that this rectangle represents the bread that I will be giving to Mrs. Smith. Show me how to cut my bread. I want you to justify the bread's division below the rectangle. Lastly, could you please explain how you know it is fair? Once you're finished, I'll gather your documents."

Extension:

Routine: Draw three different shapes on the board every day for several days. You can either use the spinner (M-1-4-2_Spinner) or roll a number cube with faces that all say ½ or ¼. Bring up a student to divide a shape based on how it spins or rolls. For each shape, repeat this procedure.

Small Group: Students who are struggling to divide shapes and comprehend that a shape has equal parts when it is divided into halves and fourths can take part in the following activities:

Play Dough: Repeat the play dough exercise with your students in small groups, clearly teaching them each shape's parts as you go. Repeat with multiple forms.

Paper Fold: Utilize squares, rectangles, and circles. Give students instructions on how to fold the shapes into halves and fourths. Next, instruct them to divide shapes using M-1-4-2_Folding and Dividing Shapes on paper.

Expansion: After mastering the division of shapes, students can take part in the following exercises:

Fill It Game (M-1-4-2_Fill It Game and Spinner)

Students use pattern blocks to investigate the connections between the blocks. Hold a conversation with the students.