1st Grade - Gateway 2

The instructional materials for Achievement First Mathematics Grade 1 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Materials include problems and questions that develop conceptual understanding throughout the grade-level. Examples include: 

• In Unit 3, Lesson 5, Introduction, students engage with 1.OA.3, apply properties of operations as strategies to add and subtract, 1.OA.4, understand subtraction as an unknown-addend problem, and 1.OA.5, relate counting to addition and subtraction, as they represent addition and subtraction scenarios with number bonds. The teacher models how to play Roll and Record: Mixed Operations. The materials state, “Step 1: Pick a card and roll 2 cubes. (pick addition operation card first - for planning purposes, assume you roll 4 and 6), Step 2: solve and record equation. What’s the total?, Step 3 says record with a number bond; label parts and whole, Step 4 says record with other operation equation. We already wrote an addition equation… so now we need to record with subtraction.” 
• In Unit 5, Lesson 6, Introduction, students engage with K.CC.6, identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, as they play a game called Compare. During the Introduction, two cards are drawn (example, 7 and 9) and students are asked to pictorially show which is more or less by drawing circles on their whiteboards. The teacher asks, “How do you know from the picture?” A sample student response might be, “I know because in the picture you can see that there are extra circles in the row of 9 and the row of 7 is missing some.” 
• In Unit 6, Lesson 2, Workshop, students engage with 1.NBT.2, understand that the two digits of a two-digit number represent amounts of tens and ones, as they select a bag with 10-90 cubes and draw a representation of the two-digit numbers, showing tens and ones. The teacher is provided support in the Assessment and Criteria for Success portion of the lesson, “Students will pick a bag that is filled with ten sticks and loose ones. They will determine how many by counting by tens and ones and draw a literal picture and writ a numeral to match. Students should be able to explain why they are counting by tens and ones and what their picture and numeral represents. For example, ‘In my picture I drew 7 ten sticks and can count them by ten because there are ten cubes in each stick. Then I draw 4 loose ones and I would count on by ones. So “10, 20, 30, 40, 50, 60, 70, 71, 72, 73, 74.” There are 74. I would write 7 to show 7 groups of ten and 4 to show 4 loose ones.’”
• In Unit 6, Lesson 20, Introduction, students engage with 1.NBT.3, by comparing two two-digit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <. Step 5 states, “Is 65 greater or less than 63? How can we figure it out? Strategy 1: Sticks and dots (intervention). SMS: We could look at the sticks and dots and it looks like 65 has the same number of sticks/tens as 63 but 65 has more ones than 63. Therefore, 65 is greater than 63.”
• In Unit 9, Lesson 12, Workshop Worksheet, students engage with 1.NBT.6, subtract multiples of 10 in the range 10-90, using models, drawings, and strategies based on place value, as they subtract multiples of 10 from a two-digit number using strategies that work for them. Problem 4 states, “$$50 - 30 =$$ _____. How did you solve?”

Materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Examples include: 

• In Unit 3, Lesson 11, Exit Ticket, students engage with 1.OA.1, use addition and subtraction within 20 to solve word problems, as they solve story problems by visualizing and representing in a way that makes sense to them. Problem 2 states, “Tony was collecting buttons. He had 4 buttons and then his grandmother gave him 3 more buttons. How many buttons does he have now?”
• In Unit 6, Lesson 9, Exit Ticket, students engage with 1.NBT.4, add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten, as they combine two multiples of ten by using a strategy that makes sense to them (cubes, literal pictures, sticks and dots, count all/on by tens, use place value). Problem 1 states, “Solve. $$30 + 20 =$$ ____.”
• In Unit 7, Practice Workbook D, students engage with 1.NBT.2, by understanding that the two digits of a two-digit number represent amounts of tens and ones. Problem 12 states, “Show the number 39 in tens and ones.”
• In Unit 7, Practice Workbook D, students engage with 1.NBT.6, subtract multiples of 10 in the range 10-90, using models, drawings, and strategies based on place value, as they independently subtract multiples of 10 from a two digit number using strategies that work for them. Problem 1 states, “$$80 - 60 =$$ _______”
• In Unit 9, Lesson 12, Exit Ticket, students engage with 1.NBT.6, subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90, as they use strategies that work for them (count what’s left, count back, uses known facts). Problem 1 states, “Solve. 50 - 30 = __.” Additional guidance for the teacher is found in Assessment and Criteria for Success which states, “Students should be able to describe their work by saying, ‘I solved 50 - 30. First I drew 5 sticks and 0 dots to show 50 because there are 5 tens and 0 ones. Then I need to take away 30, which is 3 tens and 0 ones. So as I crossed out the sticks I counted back like this. 50 -- 40, 30, 20. The difference is 20.’”

The instructional materials for Achievement First Mathematics Grade 1 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. These skills are delivered throughout the materials in the use of games, workshop, practice workbook pages and independent practice, such as exit tickets. 

The instructional materials develop procedural skill and fluency throughout the grade level. Examples include but are not limited to: 

• In Unit 3, Lesson 9, Assessment and Criteria for Success, students engage with 1.OA.3, apply properties of operations as strategies to add and subtract, and 1.OA.4, understand subtraction as an unknown-addend problem, as they explain how they found the parts of their total. Workshop Written Assessment states, “Students find the number pairs to make a total by guessing and checking, counting up, counting back, or using known facts. Exemplar Student Response states, “My total is 6. I found the parts by picking a card and then counting up to the total. So I picked a 4. Then I counted up until I got to 6 because that’s the whole. I got 2 so that’s the other part. Then I recorded by putting 6 here because it’s the whole. Then I put 4 and 2 here because they are the parts. I wrote the equation $$4 + 2$$ because I’m combining the parts = 6 because they make the whole.”
• In Unit 3, Practice Workbook B, Activity: X-Ray Vision, students engage with 1.OA.6, adding and subtracting within 20, demonstrating fluency for addition and subtraction within 10, as they calculate the missing addend using counters. Partners to 10 states, “Place 10 counters on the floor next to a container. Tell students to close their eyes. Put one of the items into the container. Tell students to open their eyes and identify how many counters were put inside it. Continue the game, eliciting all partners to 10.”
• In Unit 4, Practice Workbook B, Activity: Ten and Tuck, students engage with 1.OA.6, add and subtract within 20, as they use their fingers to make 10. The materials state, “Directions: Tell students to show 10 fingers. Instruct them to tuck three (students put down the pinky, ring finger, and middle finger on their right hands). Ask them how many fingers are up (7) and how many are tucked (3). Then, ask them to say the number sentence aloud, beginning with the larger part (7 + 3 = 10), beginning with the smaller part $$(3 + 7 = 10)$$, and beginning with the whole $$(10 = 3 + 7 or 10 = 3 + 7)$$.”
• Unit 5, Lesson 5, Workshop, Intro Packet, students engage with 1.OA.6, add and subtract within 20, demonstrating fluency for addition and subtraction within 10, as they add three numbers rolled with number cubes, using the strategy of grouping facts they know or can easily figure out. Problem 1 states, “$$5 + 3 + 5$$.”

The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade-level. Examples include but are not limited to:

• In Unit 3, Lesson 4, Exit Slip, students engage with 1.OA.6, add and subtract within 20, as they use number bonds to help them solve. The materials state, “Find the difference between the number cubes. Represent by completing the number bond and equation.” Cubes show the numbers 9 and 6. 
• In Unit 4, Practice Workbook B, Math Sprint A, students engage with 1.OA.6, add and subtract within 20, demonstrating fluency for addition and subtraction within 10, as they practice addition and subtraction facts on a Math Sprint. Problem 23 states, “___ $$- 6 = 3$$” 
• In Unit 5, Lesson 21, Exit Slip, students engage with 1.OA.6, adding and subtracting within 20, demonstrating fluency for addition and subtraction within 10, as they find the missing subtrahend of a subtraction equation. The materials state, “Fill in the blank to make the equations true. $$10 -$$ ___ $$= 8 - 2$$.”
• In Unit 6, Lesson 17, Exit Ticket, students engage with 1.NBT.5, given a two-digit number, mentally find 10 more without having to count, as they independently add ten to a number. Problem 1 states, “$$32 + 10 =$$____.”

The instructional materials for Achievement First Mathematics Grade 1 meet expectations that the materials reflect the balance in the standards and help students meet the standards’ rigorous expectations by helping students develop conceptual understanding, procedural skill and fluency, and application. The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

All three aspects of rigor are present independently throughout the program materials. For example:

Conceptual understanding

• In Unit 6, Lesson 13, Exit Ticket, students engage with 1.NBT.6, subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range 10-90, as they represent and solve two subtraction problems on an exit ticket. Problem 1, “Represent and solve. 50-30” Problem 2, “Represent and solve. 90-40” Assessment and Criteria for Success, “Students will find the difference of two multiples of ten. They may use any strategy that works. If counting back with fingers, they should be able to explain, ‘I started with 90 and then counted back 40 by counting back by tens 4 times because 40 is 4 tens.’”
• In Unit 7, Practice Workbook D, students engage with 1.NBT.2, understand that the two digits of a two-digit number represent amounts of tens and ones, as they write the number represented by images of sticks and dots. Problem 5 states, “Which number is represented?” Four rods are shown with five dots.
• In Unit 9, Lesson 9, Introduction, students engage with 1.NBT.4, add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of ten, as they use a strategy that makes sense to them (cubes, sticks and dots, count on by tens, expanded notation addition). Students pick two cards such as 47 and 50 and find the total. Students are to choose a strategy such as “count all by tens and ones.” The students might say, “We can count all of the tens by ten and the ones by one. Like this, 10, 20, 30, 40, 50, 60, 70, 80, 90, 91, 92, 93, 94, 95, 96, 97).” Students may also choose to count on by tens and ones. A student might explain, “I just know that we have 47 right there, so then I can just count on by tens like this 47 -- 57, 67, 77, 87, 97 (can use tens sticks with cubes or sticks to help count on).” 

Procedural skills (K-8) and fluency (K-6)

• In Unit 3, Lesson 2, Exit Slip, students engage with 1.OA.6, adding and subtracting within 20, as they use number bonds to build addition equations. Problem 1 states, “Find the total of the number cubes. Represent by completing the number bond and the equation.” Two cubes are shown with 5 and 6 on them. A number bond frame is provided and “___ + ___ = ___.”
• In Unit 4, Practice Workbook B, Number Bond Roll, students engage with 1.OA.6, add and subtract within 20, demonstrating fluency for addition and subtraction within 10, as they review number bonds allowing students to build and maintain fluency with addition and subtraction facts within 10. The materials state, “Match partners of equal ability. Each student rolls one die. Students use the numbers on their own die and their partner’s die as the parts of a number bond. They each write a number bond, addition sentence, and subtraction sentence on their personal white boards.”    
• In Unit 5, Lesson 13, Exit Slip, students engage with 1.OA.6, add and subtract within 20, as they solve addition and subtraction problems by creating a fact family. The materials state, “Find the rest of the fact family. $$13 - 6 = 7$$” 

Application

• In Unit 2, Guide to Implementing AF Math, Math Stories, October, students engage with 1.OA.1, adding and subtracting within 20 to solve word problems. Sample Problem 12 states, “Zamira read 18 books. Some were about bugs. 2 were about snakes. How many books about bugs did she read?”
• In Unit 3, Lesson 13, Exit Ticket, students engage with 1.OA.1, use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, as they solve a story problem. Problem 2 states, “I made 3 yellow paper chains and 5 blue paper chains. How many paper chains did I make?”
• In Unit 4, Guide to Implementing AF Math, Math Stories, January, students engage with 1.OA.1, adding and subtracting within 20 to solve word problems. Sample Problem 10 states, “Diego wrapped 24 presents. Jessica wrapped 9. How many fewer presents did Jessica wrap than Diego?”
• In Unit 5, Guide to Implementing AF Math, Math Stories, February, students engage with 1.OA.1, adding and subtracting within 20 to solve word problems, as they solve compare problems with the smaller number unknown. Sample Problem 13 states, “Shayla has 12 fewer pencils than Matthew. Matthew has 19 pencils. How many pencils does Shayla have?”

Multiple aspects of rigor are engaged in simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. For example:

• In Unit 3, Lesson 9, Exit Ticket, students engage with 1.OA.1, using addition and subtraction within 20 to solve word problems, and 1.OA.6, adding and subtracting within 20, as they solve take apart problems (application) with both addends unknown (conceptual understanding). Problem 2 states, “There were 7 animals on the farm. Some were sheep and some were pigs. How many could be sheep and how many could be pigs? Show one combination using a number bond and an equation.”
• In Unit 3, Lesson 19, Exit Ticket, students engage with 1.OA.1, use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions and 1.OA.6, add and subtract within 20, as they solve a story problem (application), as they solve problems within 20 (procedural skill). Problem 5 states, “Sarah has 9 pennies. Michael has 6 pennies. How many more pennies does Sarah have than Michael? You can use your cubes to help you solve.” Assessment and Criteria for Success, Exemplar Response states, “Sara has 3 more pennies than Michael. I know because I built 9 cubes and 6 cubes and put them next to each other. They both have 6 cubes but Sarah has 3 more pennies than Michael.” 
• In Unit 4, Lesson 5, Exit Ticket, students engage with 1.MD.4, organize, represent, and interpret data; and answer questions about the data points, as they interpret the data presented on a pictograph (conceptual understanding) and use it to solve compare/difference unknown word problems (application). Problem 1 states, “How many more rainy days than sunny days?” Students are provided with a weather pictograph showing sunny days, rainy days, and cloudy days.  
• In Unit 9, Lesson 5, Exit Ticket, students engage with 1.NBT.4, add within 100 including a two-digit number and a one-digit number, using concrete models or drawings; understand that it is sometimes necessary to compose a ten, as they add a two-digit number by compose a ten (procedural skill), and explain how they solved the problem (conceptual understanding). Problem 1 states, “Solve. Show your work. $$57 + 6 =$$ ________. “ Problem 2 states, “How did you solve? Why?”

The instructional materials reviewed for Achievement First Mathematics Grade 1 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. The student materials prompt students to both construct viable arguments and analyze the arguments of others even though mathematical dialogue is mainly between the teacher and individual students.

Examples of constructing viable arguments include: 

• In Unit 3, Lesson 26, Introduction, students solve a compare story problem during the workshop introduction. The materials state, “Tamara found 12 ladybugs. Willie found 4 fewer ladybugs than Tamara. How many ladybugs did Willie find?” The teacher looks for accurate representations and then calls up students to explain their representations. The materials state, “SMS: First, I drew the 12 ladybugs because I knew that Tamara had 12 lady bugs. Then I connected circles until I got to 4 fewer because in the story Willie had 4 fewer. I drew an X to show that those were the 4 lady bugs that Willie didn’t have.” 
• In Unit 5, Lesson 6, Introduction, during a game, students determine if making a ten to solve is a strategy and explain why or why not. The materials state, “Play another round and check for understanding. Draw $$5 + 4$$. Students build with cubes. TT: Can we make ten to solve? Why or why not?” 
• In Unit 6, Lesson 8, Exit Ticket, Problem 1, students explain how they solved a problem. The materials state, “Solve using mental math. Explain how you figured it out. $$52 - 10 =$$ ___.”
• In Unit 7, Lesson 1, Workshop Worksheet, students construct a viable argument for partitioning  shapes into halves. Page 5 states, “Draw a line to split each of these shapes into halves. How do you know they are half and half?” Students are provided with pictures of nine shapes: two triangles, one hexagon, two circles, one rectangle, two squares, and one oval.

Examples of analyzing the arguments of others include: 

• In Unit 2, Lesson 2, Introduction, students analyze the thinking of their partner to see if they determined the correct shape or not. The materials state, “Step 3, my partner checks my shape and tells me if I did it correctly or not and how he/she knows. Can you all play my partner and help me check my shape?”
• In Unit 2, Lesson 9, Exit Ticket, Problem 2 states, “Fallon put together her puzzle like this. She says she made a square. Is she correct? How do you know?” An image of a rhombus made up of 4 triangles is shown.
• In Unit 5, Lesson 8, Introduction, students combine 2 numbers by using make 10 and match with an equivalent equation. The teacher draws the card with 7 + 5 on it and asks, “Sammy says he can make ten out of 7 by taking 3 from 5. Will says he can make 10 out of 5 by taking 5 from the 7. Who is correct? Why? They are both correct! We can think of it as $$2 + 5 + 5 = 2 + 10$$ like Will or we can think of it as $$7 + 3 + 2$$ like Sammy. Both are $$10 + 2 or 12$$!” 
• IN Unit 8 Assessment, students analyze the mathematical reasoning of others as they determine whether a fictional student measured the height of a tree correctly. Item 11 states, “Bobby says the tree is 4 toothpicks tall. Do you agree or disagree? Why?”

The instructional materials reviewed for Achievement First Mathematics Grade 1 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. Examples of the materials assisting teachers in engaging students to construct viable arguments and analyze the arguments of others include:

• In Unit 2, Lesson 11, Introduction, a sentence starter is provided for teachers to give to students when describing why they chose to sort a shape into a particular group. The materials state, “‘Once you have all of the shapes sorted into the correct categories and glued down, you have to do one more thing. Step 6 is to write a sentence to describe one of the objects in each category using this sentence frame. Read it with me.’ ‘These are all_______. It is/has _______, just like all ______.’”
• In Unit 3, Lesson 4, Introduction, Step 3 states, “TT: How could we record what we just did? (hunt for students discussing using number bonds and equations; as they share whole group, use questions below to facilitate discussion). TT: Why do both these representations work? They both work because when you are subtracting you are starting with a whole and separating it into two parts/ you are starting with a whole, removing a part and you are left with the other part.”
• In Unit 3, Lesson 5, Introduction, students represent addition and subtraction scenarios with number bonds. The teacher asks, “How are addition and subtraction relate? What’s the same about them? What’s different? They both involve parts and wholes. In addition, two parts come together to make a whole, and in subtraction, a whole is separated into two parts.” The materials state, “Potential scaffold (if needed): How does the number bond show both addition and subtraction? It shows that two parts can be put together to make a whole (reference specific numbers from game), which is addition, and that the whole can be separated into two parts (reference numbers from game), which is subtraction.” 
• In Unit 6, Lesson 4, Introduction, students decompose numbers into tens and ones. The materials state, “Consolidate the Learning: How are you going to figure out how many tens and ones? SMS: I’m going to build it OR I’m going to look at the tens place and that will tell me how many tens. I’ll look at the ones place and that will tell me how many ones.”
• In Unit 7, Lesson 2, Introduction states, “T&T: Is there another way I can break this circle in quarters? Ask a student to come and model. Do you agree? Why? SMS: Yes that’s broken in quarters because there are 4 parts and they are equal (the same).” 
• In Unit 9, Lesson 4, Share/Discussion, guiding questions are provided for teachers to lead students to analyze the reasoning of other students as they share how they added a two-digit number and a one-digit number. The materials state, “2-3 students share their work/strategies in CPA order (count on, make ten). What is the same about these strategies? What is different? Which strategy is more efficient?”

The instructional materials reviewed for Achievement First Mathematics Grade 1 meet expectations that materials explicitly attend to the specialized language of mathematics.

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. The materials also use precise and accurate terminology and definitions when describing mathematics, and support students in using them. 

Examples of explicit instruction on the use of mathematical language include:

• In Unit 2, Lesson 1, Introduction, teachers make visual aids for shapes with attributes states, “Repeat for circle, rectangle, square, trapezoid, and hexagons. Be sure to name each shape and record on posters, but you may not be able to record attributes for all of the shapes because of time; for shapes that have right angles, use the language of square corners to describe them.” 
• In Unit 3, Lesson 10, Introduction, students are provided explicit instruction in determining all combinations of numbers to make ten. The materials state, “Our last step, Step 4, is to record the combination we found, using a tape diagram. A tape diagram is a special tool that we can use to help us represent totals and parts of those totals, just like how we have used number bonds to help us represent totals and parts of totals!”
• In Unit 5, Lesson 1, Introduction, students are provided explicit instruction in the meaning of the commutative property as they play a game of roll and record and look for ways to efficiently add two numbers. The materials state, “TT: What happens to the total when we move around the addends or amounts we are combining? Why does this work? The total stays the same amounts together and no matter how you move the cubes around, the total number of dots doesn’t change because there are x dots on this cube and y dots on this cube and $$x$$ and $$y$$ makes $$z$$. (Drive this point home by moving cubes around and showing that there are still $$z$$ dots altogether no matter how you arrange the cubes). That’s right. Anytime you add two amounts, you can rearrange or move the amounts and still get the same total because you are putting the amounts together. This is called the commutative property. (record on VA)”
• In Unit 6, Lesson 20, Introduction, students are provided with explicit instruction in the meaning of the > and < symbols. The materials state, “Today we will also compare numbers using symbols.We have two new symbols to talk about. This symbol, >, means greater than. So I would write $$65 > 63$$ (model). What do you notice about the greater than symbol? SMS: I notice that one side on the left is big and open and the other side on the right is small and pointy. The big side is closer to the bigger number. The pointy side is pointing to the smaller number. (post on VA). Today you may also need to use the less than sign. It looks like this <. So I could write $$10 < 60$$. What do you notice about the less than symbol? SMS: I notice that one side on the right side is big and open and the other side on the left is small and pointy. It looks similar to the greater than sign. The big side is closer to the bigger number. The pointy side is pointing to the smaller number (post on VA).”
• In Unit 7, Lesson 5, Introduction, Introduce the math states, “Let’s do some quick review. (No more than 2 minutes.) What is this hand called - how do you know? (Point to hour hand/minute hand.) That’s the hour hand because it’s shorter. That’s the minute hand because it’s longer.”

Examples of  the materials using precise and accurate terminology and definitions: 

• In Unit 2, Lesson 1, Introduction, accurate terminology is used when identifying and describing 2D shapes by making shape posters to articulate defining attributes. “Step 3 and the last step is to list the attributes, or things that are true about that shape. When I was drawing the different shapes, you all helped me to remember what I needed to have for all of my triangles to make sure I had 3 triangles. What were those attributes?SMS: 3 sides and 3 corners. Ok, so that is what I’m going to write down. These are things that are true of all of my triangles.” 
• In Unit 3, Lesson 4, Exit Slip, accurate terminology is used in the directions as students find the difference between two numbers and write an equation to match the problem. Problem 1 states, “Find the difference between the number cubes. Represent by completing the number bond and the equation.”
• In Unit 4, Lesson 1, Introduction, Introduce the Math states, “Today we are starting a brand new unit in math! During this unit we’ll get to use all of the things we know about counting and numbers to help us read and make graphs and charts! Graphs and charts are really cool because they help us organize and understand information. So we’re going to start today by collecting some DATA (choral response). Data is a collection of information. One way that we collect data is through surveys. So we’re going to do a quick survey in our class!”
• In Unit 5, Lesson 4, Skeleton VA, accurate terminology is used on the visual aid provided to support students as they learn to use the associative property. The materials state, “Associative Property what happens when we are combining amounts and we group the amounts differently. We get the same total! When I add, it doesn’t matter how I group the numbers--the total is the same.” Students are provided with pictures of three dice showing four, three, and two dots, and group the numbers in three different ways to demonstrate that they always have nine dots in all.
• In Unit 7, Lesson 2, Introduction, during a game the teacher develops vocabulary. The materials state, “Step 1 says Look at the shape. Step 2 says Break it in Quarters. T&T: How can I break this rectangle in quarters? SMS: You should draw a line down the middle so that it’s in two equal parts. Then draw another line down the middle so it’s four equal parts.”