Embedded Files
Core concept: Halves are 2 equal parts of a whole.
Warm-up/Daily number sense: Dino dominoes – 10 minutes
Warm-up/Daily number sense: Dino dominoes – 10 minutes
Provide pairs with a domino collection and a copy of Resource 3: Dino dominoes. Ask students to count the total number of dots and sort the dominoes.Ask questions such as:
Can different dominoes have the same total? Explain your thinking.
What strategy did you use to count the number of dots?
Did some dinosaurs receive more dominoes than others? Why do you think this is?
Activity: Who has half? – 20 minutes
Activity: Who has half? – 20 minutes
Lay a ‘whole’ streamer, approximately 2 metres in length, flat on the floor across the classroom.
Lay a ‘whole’ streamer, approximately 2 metres in length, flat on the floor across the classroom.
- Ask students to estimate where ‘about halfway’ of the streamer would be and place a peg on the streamer at this point.
Provide each small group of students with a different length streamer. Use a range of streamer lengths that, when compared directly with the teacher’s ‘whole’ streamer, are ‘less than half’, ‘about half’, and ‘more than half’.
Provide each small group of students with a different length streamer. Use a range of streamer lengths that, when compared directly with the teacher’s ‘whole’ streamer, are ‘less than half’, ‘about half’, and ‘more than half’.
Have each group predict how long their streamer is in relation to the ‘whole’ streamer and place a peg to show the estimated length.
Have each group predict how long their streamer is in relation to the ‘whole’ streamer and place a peg to show the estimated length.
Use ‘Talk moves’ to facilitate discussion around where each group’s peg has been placed encouraging students to identify whether their peg’s position is ‘about halfway’, ‘more than halfway’ or ‘less than halfway’ along the length of the teacher’s streamer.
Use ‘Talk moves’ to facilitate discussion around where each group’s peg has been placed encouraging students to identify whether their peg’s position is ‘about halfway’, ‘more than halfway’ or ‘less than halfway’ along the length of the teacher’s streamer.
Overlay one group’s streamer, modelling how to align the ends to compare the lengths directly. Adjust the group’s estimation peg to reflect the actual length of their streamer. Repeat for each group.
Overlay one group’s streamer, modelling how to align the ends to compare the lengths directly. Adjust the group’s estimation peg to reflect the actual length of their streamer. Repeat for each group.
Use the group’s streamer that has been identified as half the length of the teacher’s streamer to model how the whole streamer can be divided into 2 equal parts.
Use the group’s streamer that has been identified as half the length of the teacher’s streamer to model how the whole streamer can be divided into 2 equal parts.
Remove the other groups’ pegs and model how to fold the ‘whole’ streamer in half to find the halfway point. Highlight that the halfway point is an equal distance from the beginning and end point.
Remove the other groups’ pegs and model how to fold the ‘whole’ streamer in half to find the halfway point. Highlight that the halfway point is an equal distance from the beginning and end point.
Consolidation and meaningful practice: Making it fair – 15 minutes
Consolidation and meaningful practice: Making it fair – 15 minutes
Show a strip of A3 paper and think aloud about where the halfway point would be. Estimate and describe positions as 'about halfway', 'more than halfway' or 'less than halfway'.
Show a strip of A3 paper and think aloud about where the halfway point would be. Estimate and describe positions as 'about halfway', 'more than halfway' or 'less than halfway'.
Invite students to estimate the halfway point and, based on student feedback, mark an estimated halfway line on the strip.
Invite students to estimate the halfway point and, based on student feedback, mark an estimated halfway line on the strip.
Ask students how they might check if the line is exactly halfway. For example, folding or cutting along the line and comparing if each section is equal in length, using interlocking cubes.
Ask students how they might check if the line is exactly halfway. For example, folding or cutting along the line and comparing if each section is equal in length, using interlocking cubes.
Fold the strip into 2 equal halves and compare the estimated halfway mark to the fold mark using the language ‘less’, ‘more’ or ‘exactly halfway’. Discuss the difference between the line as the halfway point and the half of the length.
Fold the strip into 2 equal halves and compare the estimated halfway mark to the fold mark using the language ‘less’, ‘more’ or ‘exactly halfway’. Discuss the difference between the line as the halfway point and the half of the length.
Provide each student with a strip of A3 paper and coloured pencils.
Provide each student with a strip of A3 paper and coloured pencils.
Ask students to fold their strip of paper and draw a line over the fold mark. Label this as ‘halfway’.
Ask students to fold their strip of paper and draw a line over the fold mark. Label this as ‘halfway’.
Students choose a position on the strip that is ‘less than halfway’ and draw a line and label the line as ‘less than halfway’. Repeat with a position ‘more than halfway’.
Students choose a position on the strip that is ‘less than halfway’ and draw a line and label the line as ‘less than halfway’. Repeat with a position ‘more than halfway’.
Page updated
Report abuse