Understanding Quarters

Learning Objectives

By the end of this lesson, Year 1 Phase 1 students will be able to:

• Understand the concept of a quarter as dividing a whole into four equal parts.
• Recognise and identify quarters visually in objects and shapes.
• Demonstrate the ability to partition simple shapes (e.g., circles, squares) into four equal parts.
• Use appropriate mathematical language such as "whole", "equal parts", and "quarter" to describe their work.

These objectives align with the New Zealand Curriculum Mathematics and Statistics learning area, Number and Algebra strand, specifically the strand achievement objective to develop an understanding of fractions as equal parts of a whole, supporting the progress indicator for Year 1 to "use appropriate language to describe halves and quarters" (from The New Zealand Curriculum, Mathematics and Statistics - Number and Algebra, Level 1).

Key Competencies

• Thinking: Students develop conceptual understanding through manipulating shapes and partitioning.
• Using language, symbols and texts: With emphasis on new vocabulary like "quarter", "equal parts".
• Relating to others: Through group and paired activities.
• Managing self: Handling resources and activities responsibly.
• Participating and contributing: Engaging actively in hands-on group work.

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Lesson Duration

60 minutes Class size: 25 students

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Resources Needed

• Large paper circles and squares for teacher demonstration (pre-divided into 4 equal parts and whole).
• Sets of small paper shapes (circles, squares) for each student.
• Plastic or paper plates divided into quarters (for hands-on manipulation).
• Colouring pencils or markers.
• Real-life objects to demonstrate quarters (e.g., pieces of fruit cut into four parts, chocolate bars).
• Chart paper or whiteboard for whole-class explanation.
• Quarter fraction cards with visual fraction models.
• Glue sticks and scissors.
• Comfortable carpet or floor space for circle time.

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Lesson Outline

1. Introduction (10 mins)

• Gather students on the carpet.
• Start with a circle made from paper or plastic plate. Show it intact as "the whole".
• Explain the idea of dividing this "whole" into 4 equal parts.
• Use the plate or paper circle and physically fold or mark to show four equal parts.
• Use clear, simple language: “We have one whole. When we cut it into four pieces that are the same size, each piece is called a quarter.”

Teacher Talking Points:

• “What do you see? How many parts?”
• “Are the parts the same size?”
• “If I eat one quarter, how many parts are left?”

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2. Hands-On Exploration (20 mins)

• Distribute paper shapes and plastic plates divided into quarters to each student.
• Ask students to colour one quarter of their shapes.
• Guide them in folding or cutting shapes carefully to create four equal parts.
• Encourage them to verbalise: “I have one whole square. I coloured one quarter.”

Extension: Use real objects such as an apple or a chocolate bar cut into four equal parts; let students hold and explore these.

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3. Group Activity: Quarter Sorting (15 mins)

• Divide the class into small groups.
• Provide sets of fraction cards and shapes.
• Each group sorts cards into "whole" and "quarters" piles based on visual models.
• Ask students to explain their choices to the group, reinforcing mathematical vocabulary and reasoning.

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4. Consolidation and Reflection (10 mins)

• Come back together as a whole class.
• Review key vocabulary: whole, equal parts, quarter.
• Ask volunteers to show their coloured quarter shapes and explain what they did.
• Reinforce understanding through a quick interactive quiz: “Show me with your fingers – how many quarters make one whole?”
• Teacher completes a formative assessment by asking questions and observing participation.

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5. Assessment

• Observational assessment during group and individual activities focusing on correct identification of quarters.
• Students’ ability to partition paper shapes into four equal parts.
• Verbal explanation using correct terminology.
• Teacher notes using a simple checklist to track understanding and use of vocabulary.

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Notes for Teachers

• Emphasise the fairness and equality of parts when defining quarters.
• Allow plenty of tactile and visual experiences to suit different learning preferences.
• Use positive reinforcement for efforts and correct use of new language.
• Keep instructions simple and step-by-step due to young age.
• Circulate actively and assist groups to scaffold their understanding.

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This lesson supports early numeracy development by connecting concrete experiences to mathematical concepts, aligning closely with the New Zealand Curriculum's Level 1 Number and Algebra strand, using appropriate learning outcomes and key competencies for Year 1 students.