Lesson Plan Template 1 Primary & Secondary Unit*Topic: Num+er and Place ,alue'Representin" -al.

a Collection /ate: 0 Oct 121% Time: 11$%&'11$3& E4tended lesson

5ey Learnin" #rea:

7ear Le)el: 1/ Lesson: 1 88888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888 Curriculum outcomes .or t!e unit: 7ear 1 6at!ematics 9 Content descriptions Num+er and al"e+ra :ractions and decimals "epresent and describe one half as one of two equal parts of a whole #$%&'$ 1().

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LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken f o! elevant cu iculu! docu!ents"# Students will represent the halving process Students will identify the shares as equal or not equal Language: half, share, shares, sharing, groups, groups of, each, parts, whole, object, quantity, collection, equal, not equal, fair, not fair, same, every, size, amount, altogether

LESSON STRUCTURE: Time 11$%&' 11$%( Introduction (Set : Connections to !al)in" last term: starts with the whole share the whole into two equal parts the parts are exactly the same Say the halve fact, record in a whole part-part model and present as a subtraction number sentence. Teac!in" #pproac!es Experiencing the known and the new (authentic pedagogy learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively(functional pedagogy) Analysing functionally(critical pedagogy human purposes) & Conceptualising by naming(didactic teaching metalanguage)
earning by !esign "#nowledge processes$ #alant%is & Cope, '()')

12 &

Half of 1 is !.

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Time 11$%(' 11$3&

6ain Content:

Introduce t!e lesson +e will be learnin, about halvin, and practise sharin, equally. -ou will use your .nowled,e of halvin, to help you to solve number problems. Represent real'li.e applications o. s!arin" /rovide students with items from everyday life that mi,ht be shared #small dec. of cards, paddlepop stic.s, peers). Have students share peer props and manipulatives equally into two parts one at a time explain how they shared each amount into two equal parts. 0se three containers #one to hold the whole, 1 others to hold the parts) 2dentify the whole, then after the sharin,, identify the parts.

whole collection #()

half the collection #3)

4. *hen have you used halving to share something with someone+ $. e.,. when we played cards5when we shared the ca.e. 4. *hat is important to remember when you halve+ $. e.,. each half must be exactly the same5have an equal amount. 4. 6oes anyone use a different strate,y to halve ob,ects-.uantities-collections+ $. e.,. ma.e two equal shares5,roups5parts. 7ncoura,e part students to tal. about how they halve, encoura,e them to discuss strate,ies, such as usin, double facts. #e.,. -ou discovered that half of 8 is 9. 6id you use the double fact, double 9 is 8 to help you:) Lan"ua"e o. !al)in" 6isplay 1 coloured pencils and share them into two equal ,roups of 1 . ;he two equal shares of a whole are called halves ;o share these pencils into two equal ,roups, 2 used halvin,. 2 halved 1 . ;hat made two equal parts of 1 .

part

/rovide students with another small collection #e.,. 11 countin, bears). $s. students to< share the collection into two equal ,roups and describe what they did to share the collection.

4. /ow did you share the collection e.ually+ $. e.,. 2 .now double ( is 11, so half of 11 is (= 2 .now half of 1 is ! and half of 1 is 1 and 2 added ! and 1 to,ether= 2 shared them into two equal piles. 4. /ow much of the "whole$ is each part+ $. half of the whole.

E;ual and not e;ual s!ares 6isplay a small collection #e.,. 1( marbles) to share between two students. How can 2 share them equally: Show students how to halve the collection into two equal portions

4. Are the shares the same or different+ *hy do you think that+ $. they are the same= each collection has 8 marbles. 4. *as this sharing fair+ *hy do you think that+ $. yes, e.,. they are equal. "edistribute the collection #of 1( marbles) so that the shares are not equal.

6escribe the halvin, process #e.,. say 1( can be halved into two ,roups of 8). 4. Are the shares the same or different+ *hy do you think that+ $. they are different, e.,. one share has more than the other. 4. /ow many (marbles) are in each share+ $. e.,. one share has ( marbles and the other has 1 marbles. 4. *as this sharing fair+ *hy do you think that+ $. no, e.,. the person that ,ets the smaller share will have fewer marbles to play with. 4. 0s the collection halved+ $. no e.,. each share is not equal, so it is not a half Record !al)in" e4periences E4plain to students !o< to record !al)in" +y =ma>in"? it@ dra<in" it and <ritin" it$ >n the 2+? show ;hin.board< $ddition and Subtraction sheet. @ive an example of a halvin, story e, 0 had )( apples to share between two families1 /ow can 0 share them e.ually+ 1. &a.e the story usin, concrete materials startin, with the whole #e.,. 1 x pics of paddlepop stic.s). 1. 6raw the halvin, story on the whiteboard 3. +rite the halvin, story in the +rite it section#e.,. ;en apples alto,ether. Half of ten is five. 7ach family ,ets five apples). 9. +rite the matchin, addition number sentence beneath the story in +rite it #e.,. ! A ! * 1 ). !. Have students record answers to other halvin, stories on wor.sheet ;hin.board< $ddition and subtraction.

Beave example on board. $s. students to thin. of their own halvin, number story and as. a peer to record answers on a wor.sheet, then swap roles. "ecord wor. on wor.sheet T!in>+oard: #ddition and su+traction. $ssist students to thin. of a halvin, number story #e.,. 7i,ht balls were in a ba,. +e need to share the balls between two people. How many balls would each person ,et:) Students to< 1. ;hin. of a number story 1. 0se counters to ma.e the number story and identify that the two shares are equal C how many in each half: 3. draw the halvin, story usin, pictures and circle the two ,roups in &a.e it 9. write the halvin, story and the matchin, number sentence in +rite it #e.,. 8 balls alto,ether. Half of the balls each. 9 per person. 7ach person ,ets 9 balls. 9 A 9 * 8).

Time

Conclusion:

*hat is important to remember when you halve+ $. e.,. each half must be exactly the same5have an equal amount. +hat are the two equal shares of a whole called: $. halves
RESOURCES Resources: On des>s trays o. manipulati)es .or <or>s!eet 6ar>ers Autc!ers paper % 4 containers Counters Interloc>in" cu+es Paddlepop stoc>s

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Post Re.lection:

S#:ET7 CONSI/ER#TIONS*6#TERI#LS