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Table of Contents
When we divide a shape into equal parts, we must make sure each part has an equal area. In simpler terms, they must look like they are all the same size. Some shapes like rectangles and squares can be easily divided by just making smaller rectangles inside the bigger shape.
See the fact file below for more information on the shapes with equal parts or alternatively, you can download our 28-page Geometry: Shapes with Equal Parts CCSS 3.G.2 worksheet pack to utilise within the classroom or home environment.
Key Facts & Information
LEARNING OBJECTIVE:
- At the end of the lesson, students will be able to divide shapes into equal parts. They will also be able to represent these as fractions.
A NOTE FOR THE TEACHER:
- When teaching Shapes with Equal Parts, take note of the following:
- Assist the students in dividing the shapes equally.
- Help them realize this by giving real-world examples e.g., cutting up a pizza, dividing a cake
THEORY:
- When we divide a shape into equal parts, we must make sure each part has an equal area. In simpler terms, they must look like they are all the same size. Some shapes like rectangles and squares can be easily divided by just making smaller rectangles inside the bigger shape. For other shapes, like the circle, we can’t just divide it by making smaller circles inside of it. Think of how you would cut up a cake into equal slices; that’s the same way you would divide a circle into equal parts. Regular polygons like the pentagon and octagon will also be divided in a similar manner.
- We can also think of shapes with equal parts as models of fractions. This is why when we start learning about fractions, we’re often taught about dividing pizzas, cakes, fruits because these are the things that we often divide evenly and share with one another.
- Let’s say we cut a cake evenly into 6 slices. Each slice of the cake would then be ⅙ or a sixth of the whole cake. Two slices would then be 2/6 or two sixths, three slices would be 3/6 or three sixths, and all 6 slices would be one whole.
- What if we had two slices of cake instead? Since each slice of cake is equal to ⅙ or a sixth, then we can say that we have 2 sixths or 2/6. Notice that the numerator is now 2 instead of 1. We now have 2 parts out of the total 6 parts. In other words, we have two slices out of a total of 6 slices of cake.
- What if we had 3 slices? Then we would have 3/6 of the cake. 4 slices? Then we would have 4/6 of the cake. What about 6 slices? Then we could say we have 6/6 slices or just one whole cake! When the numerator and the denominator are the same numbers, that’s actually just equal to 1, meaning 1 whole.
Geometry: Shapes with Equal Parts CCSS 3.G.2 Worksheets
This is a fantastic bundle that includes everything you need to know about Geometry: Shapes with Equal Parts across XX in-depth pages. These are ready-to-use worksheets that align with the Common Core CCSS code 3.G.2 for Geometry: Shapes with Equal Parts.
Table of contents
- A lesson plan
- Warm-up activity
- Math theory explained
- Assisted learning activities
- Independent learning activities
- Extension activities and games
- Answer keys
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