Students cut paper plates into two and four equal pieces and reassemble them, use a geoboard and rubber bands to make a whole circle and divide it into halves and quarters, and are asked to name each part (half, fourth/quarter). The student activity page has students connect circle shapes to labels (quarter, half, whole) and draw lines to divide circles into halves and quarters. Students are prompted to take two quarters and put them together to show they make a half and to trace/draw lines showing halves and quarters in a traced circle.

Students fold and color paper plates to partition circles into halves and fourths, put halves or fourths together to make a whole, and discuss which piece (half or quarter) is larger. Students fold construction paper and use a geoboard to create and partition rectangles into two and four equal parts, and are asked to demonstrate dividing their rectangle into fourths when possible. Students cut and sort pictures into columns labeled "Halves" and "Quarters," and use play dough and food examples to make and cut items into halves and quarters while counting how many pieces make a whole.

Students are asked to stretch a rubber band on a geoboard to make a large square and then use another rubber band to divide that square into two equal halves in four different ways, naming the resulting shapes (rectangles and triangles). Students are also asked to divide the square into fourths and experiment with different ways of making fourths. Students cut out and match cards that include half circles and quarter circles and identify half- and quarter-circle shapes in the "Shapes at the Beach" picture, counting how many of each they find.

Students are shown a circle and a rectangle on a geoboard and are asked, "How many halves make a whole? How many fourths or quarters make a whole?" Students are allowed to use rubber bands to find or prove the answer, and the expected responses (2 halves, 4 fourths/quarters) are provided. This activity has students physically partition the given shapes into equal shares and name halves and fourths/quarters.

The Exhibit Poster answer key explicitly describes a half-circle as a part of a circle divided into 2 parts and a quarter-circle as a part of a circle divided into 4 parts. The activities require students to create and display half-circle and quarter-circle examples and to complete student pages that prompt fill-in-the-blank descriptions of circles, half-circles, and quarter-circles. The lesson also references that students added resources about "halves and quarters" to their Interactive Notebook, indicating direct attention to those parts of circles.

Students divide the clock circle into two equal parts by walking halfway around the large clock to the 6 and counting by 5s until they reach 30, identifying 30 minutes as half of an hour. Students set and read times such as 2:30 and 7:30, say them in two ways (e.g., "two thirty" and "half past two"), and draw or match analog clock faces to their corresponding digital half-hour times on worksheets. Students place the hour hand between numbers to show half past and use matching games that pair half-hour analog and digital cards.

In Activity 1, students are instructed to fill half of the bowl with ingredients, which uses the phrase "half of" and has students act on the concept of a half portion. Students also compare lengths of shoes and socks (ordering from shortest to longest), which engages reasoning about relative size and partitioning in a non-formal way.

The Skills section explicitly lists partitioning circles and rectangles into two and four equal shares and using the words "halves," "fourths," and "quarters." The Introduction asks the child to use a geoboard to show half circle and quarter circle, and the activity asks students to divide shapes and then answer, "Which of these did you divide into halves?" and "Which of these did you divide into fourths or quarters?" The student activity has multiple tasks where students turn shapes into 2 or 4 smaller shapes and color the resulting parts.