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OUTCOME
A student:
MAe-7NA: describes two equal parts as halves
| TEACHING POINT | In everyday usage, the term ‘half’ is sometimes used to mean one of two parts and not necessarily two equal parts, eg ‘I’ll have the biggest half’. It is important to model and reinforce the language of ‘two equal parts’ when describing half. |
| LANGUAGE | Students should be able to communicate using the following language: whole, part, equal parts, half, halves. |
Establish the concept of one-half | share an object by dividing it into two equal parts, eg cutting a piece of ribbon into halves |
| recognise that halves are two equal parts | |
| recognise when two parts are not halves of one whole | |
| use the term ‘half’ accurately in everyday situations | |
| record halves of objects using drawings | |
recognise halves can be different shapes
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To be added
