Embedded Files
Core concept: A shape or object can be halved into two equal parts.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- an object can often be halved in different ways
- an object can often be halved in different ways
- when a whole has been partitioned (shared) into 2 equal parts, you have created halves
- when a whole has been partitioned (shared) into 2 equal parts, you have created halves
- there is often more than one way to solve the same problem.
- there is often more than one way to solve the same problem.
Success Criteria:
Success Criteria:
Students can:
Students can:
- halve objects in different ways
- halve objects in different ways
- identify halves of objects when the 2 halves look the same.
- identify halves of objects when the 2 halves look the same.
Daily number sense: Making shapes – 10 minutes
Daily number sense: Making shapes – 10 minutes
We are going to use pattern blocks to make some new shapes.
We are going to use pattern blocks to make some new shapes.
Students choose 3 or 4 pattern blocks to use as their building blocks. Shapes may be different or the same. Ask students:
Students choose 3 or 4 pattern blocks to use as their building blocks. Shapes may be different or the same. Ask students:
What new shapes can you make? Trace all the shapes you can make.
What new shapes can you make? Trace all the shapes you can make.
How many different shapes can you make?
How many different shapes can you make?
How can you describe the shapes you make?
How can you describe the shapes you make?
How do you know when you can’t make any more shapes?
How do you know when you can’t make any more shapes?
Invite students to describe the shapes they made.
Invite students to describe the shapes they made.
As a class, discuss what constitutes a shape and create a shared definition.
As a class, discuss what constitutes a shape and create a shared definition.
The table below details assessment opportunities and differentiation ideas.
The table below details assessment opportunities and differentiation ideas.
Activity: Halves and not halves – 30 minutes
Activity: Halves and not halves – 30 minutes
Consolidation and meaningful practice: Sorting halves
Consolidation and meaningful practice: Sorting halves
Students complete the activity below. Students will predict and then explore which squares, if cut across the line would make two equal parts - halves!
Students complete the activity below. Students will predict and then explore which squares, if cut across the line would make two equal parts - halves!
Page updated
Report abuse