Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Students practice naming pieces of pattern blocks if a yellow hexagon is a whole.
They fill out a chart, telling how many pieces it takes to cover the whole, and what the name of the fraction would be.
For example, it takes 2 reds to cover, so each red is 1/2.
It takes 3 blues to cover, so it is 1/3.
It takes 6 greens to cover, so it is 1/6
BUT...the red trapezoid is not always called 1/2 though! So kids need experience with other "wholes". What if 2 yellows was "1 whole"?
What if the red trapezoid was "1 whole"?
What fraction would the triangle be? (1/3 because it takes 3 to cover)
What if the blue rhombus was the whole? What would you call the triangle? (1/2 because it takes 2 to cover)
And so on...
You also cover 3 hexagons with different blocks and tell how much of the entire shape (what fraction of the shape) is covered.
The last page is puzzles. Many are open ended with many possible answers.
Example: Build a shape that is one-half green and one-half blue.
Kids have to relate back to the whole when thinking of fractions for all these activities.