Introducing Quarters

Overview

In this third lesson of Sharing Fairly: Halves and Quarters, students build on their understanding of halves by dividing wholes and collections into four equal shares. They use folding, sharing and discussion to connect one of four equal parts with the word quarter.

Learning intentions

• WALT divide a whole into four equal parts.
• WALT understand that each equal part is called a quarter.
• WALT share a collection fairly between four groups.
• WALT use the words quarter and four equal parts to explain our thinking.

Success criteria

• I can make four equal parts.
• I can identify one quarter of a whole.
• I can share a collection fairly between four groups.
• I can use the words quarter and four equal parts.

Curriculum links

• Mathematics and Statistics — Mathsteasers and higher-order thinking for advanced learners.
• Fractions and equal sharing: recognising one quarter as one of four equal parts of a whole.
• Mathematical practices: representing, explaining and communicating mathematical thinking using objects, drawings and oral language.
• Te Mātaiaho emphasis on developing confident, connected mathematical thinkers through purposeful problem solving.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Open the hook and halves recap slides and show a paper shape divided into four parts, including one example with unequal parts. Ask, “Have these two shapes both been quartered? How do you know?” Students turn and talk, then recall that halves must be equal.

2. 4–10 min · Model folding a whole. Give each student a large paper square or circle. Use the quarter-folding demonstration slides to model folding the shape in half, opening it, folding again in the other direction, and tracing the four parts. Students copy the folding with teacher guidance, compare the parts and say together, “A quarter is one of four equal parts.”

3. 10–16 min · Find one quarter. Display several folded or pre-marked shapes using the identify-a-quarter slides. Students point to one quarter, colour one part on their paper and explain their choice to a partner using the stem, “One quarter is ___ of four equal parts.” Include one shape split into four unequal parts and ask students to decide whether it shows quarters.

4. 16–23 min · Share collections fairly. Place collections of 4, 8, 12 and 16 counters in the centre. Students work as a group of five, taking turns to share each collection fairly among four hoops or drawn groups. Use the quarter sharing recording sheet for students to draw or record what each group receives. Ask, “What is one quarter of 12?” and “How do you know the groups are fair?”

5. 23–27 min · Compare halves and quarters. Return to the compare halves and quarters slides. Fold a new identical shape into halves and quarters. Students place one half and one quarter side by side, then explain which is larger and why. Accept oral, drawn or demonstrated explanations: “One half is larger because it has two quarters.”

6. 27–30 min · Share and assess. Show the plenary and exit prompt slide. Each student completes the oral sentence, “One quarter means…” and draws or colours one quarter of a shape on the worksheet. Invite one or two students to demonstrate how they checked that the parts were equal.

Resources

• the complete quarter introduction deck
• the quarter sharing recording sheet
• Large paper squares or circles
• Pre-marked shapes for students needing support
• Counters or small objects in collections of 4, 8, 12 and 16
• Four hoops, plates or drawn group circles
• Crayons or coloured pencils
• Scissors, if pre-cut shapes are not prepared

Assessment

• Observe folding and question students: “How do you know the parts are equal?” Note who makes four equal parts independently.
• Listen during collection sharing for accurate use of quarter, four equal parts and fair share. Check whether students connect one quarter with one of four groups.
• Use the final drawing and oral sentence on the worksheet as an exit check. Record students who identify a quarter but cannot yet explain the equal parts.

Differentiation

• Support learners with large, tactile shapes, guided hand-over-hand folding where appropriate, bold fold lines, colour coding and repeated oral language: “one whole, four equal parts, one quarter”.
• Provide smaller collections, such as 4 or 8 counters, and pre-marked shapes for students who need reduced cognitive or motor demands. Allow students to point, place objects or explain orally instead of writing.
• Pair students strategically and use sentence starters: “I know it is a quarter because…” and “Each group has…”.
• Extend advanced learners by asking them to compare one half and one quarter of the same whole, explain which is larger, and show how two quarters make one half. Ask them to find one quarter of 16 and justify their answer with objects or a drawing.