Finding Halves

Overview

This is lesson 2 of 10 in Sharing Halves and Quarters. Students build on sharing and grouping experiences by finding one-half of familiar shapes and objects. Through folding paper, cutting playdough and explaining their thinking, they connect the language whole, half and equal.

Learning intentions

• WALT find one-half of a shape or object.
• WALT divide a whole into two equal parts.
• WALT use the words whole, half and equal correctly.
• WALT explain how we know that two parts are equal.

Success criteria

• I can divide a whole into two equal parts.
• I can identify one-half.
• I can use the word half correctly.
• I can explain that two equal parts make one whole.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Mathematics: recognising and describing equal parts of wholes.
• Te Mātaiaho Mathematics and Statistics — Mathematics: communicating mathematical thinking using drawings, materials and words.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers: developing higher-order thinking and deepening understanding through challenge.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Alignment: using relevant challenge to extend mathematical understanding.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and hook. Open with the opening question and picture of a whole apple and ask, “If two people share this fairly, what must happen?” Students turn and talk, then show with their hands how one whole might become two parts. Introduce the WALT and display the success criteria.

2. 7–17 min · Build the language. Use a paper circle or classroom object to model whole, part, half and equal. Fold it carefully into two matching parts, deliberately show an unequal example, and ask, “Is this one-half? Why or why not?” Students repeat and use the sentence frame: “One half is ___ of two equal parts.” Revisit the explanation on the vocabulary and equal-parts slides.

3. 17–30 min · Fold and check. Give each student several paper shapes, including circles, squares and rectangles. Students fold each shape to find two equal parts, open it and trace the fold. Provide folding lines or partially folded shapes where needed. Partners compare the two parts by placing one over the other and say, “Each part is one-half because the parts are equal.” Circulate and ask, “How do you know?” Use the folding demonstration and partner-talk prompt for visual instructions.

4. 30–43 min · Make halves with playdough. In groups of four, students roll playdough into simple shapes or balls, then use a safe plastic tool to divide each whole into two parts. They check whether the parts are equal by comparing them. Students identify which pieces show halves and which do not. Each child explains one example to a partner using the sentence frame. Model the activity first with the playdough instructions and ‘equal or not equal?’ examples.

5. 43–53 min · Record and practise. Distribute the halves sorting and drawing worksheet. Students circle pictures divided into two equal parts, cross out unequal examples, draw a line to halve one shape and complete the sentence, “One half is ___ of two equal parts.” Students may use paper shapes or playdough while recording. Confer with individuals and ask them to point to the whole and each half.

6. 53–60 min · Share and assess. Show two contrasting examples from the lesson using the review and exit-question slides. Students complete the oral exit prompt: “This is one-half because…” and show thumbs up, sideways or down for confidence. Invite two or three students to share precise explanations, then preview that next lesson will explore halves of collections.

Resources

• the introduction, teaching and review slide deck
• the halves sorting and drawing worksheet
• Plain paper shapes: circles, squares and rectangles
• Large demonstration paper shape
• Playdough
• Child-safe plastic cutting tools
• Pencils, crayons and felt-tip pens
• Visual word bank with icons: whole, part, half, equal
• High-contrast examples and uncluttered workspace

Assessment

• During folding and playdough work, observe whether students make two parts and check that they are equal.
• Listen for correct use of whole, half and equal, using the sentence frame to identify students needing further support.
• Use the worksheet and oral exit prompt to record who can identify and explain one-half independently.

Differentiation

• Support learners with folding lines, pre-drawn shapes, solid three-dimensional objects and tactile playdough. Model one step at a time and repeat the same key language.
• Provide a visual word bank with icons, high-contrast materials, uncluttered worksheet pages and spoken instructions alongside written directions for dyslexia-friendly access.
• Use mixed-ability pairs and sentence frames: “This is one-half because…” and “One half is ___ of two equal parts.”
• Extend advanced learners by asking them to find more than one way to halve a shape, compare the resulting parts and explain whether both methods still make two equal parts.