Four Blocks, Two Equal Groups

Original lesson metadata

code: "EMP-HALV-L1-T1-WK2"
curriculum_id: "halving"
curriculum_name: "Halving"
level_id: "L1"
level_name: "All Ages"
age_line: "around 2 to around 6"
term: 1
week: 2
title: "Four Blocks, Two Equal Groups"
slug: "week-2"
aim: "Split four whole blocks into two equal groups and check that each has two."
blocks_this_week: 5
minutes_per_block: 6
weekly_minutes: 30
blocks: [{"n":1,"title":"Keep Four Blocks in View","minutes":6,"aim":"Identify all four blocks in the starting group before sharing.","staging":"Set four blocks in the centre with a gap between each. Invite one touch or point per block, then check both mats are empty. Close by moving the central blocks into a different arrangement without adding or removing any.","say":"We have four starting blocks today. Look at all of them before sharing. Which blocks are still in the middle?"},{"n":2,"title":"Make a Second Pair","minutes":6,"aim":"Continue alternating until four blocks have reached the two mats.","staging":"Model one block to each mat and return all four to the centre. Invite the child to continue the same action through the full group. Close by noticing whether the centre is empty and each mat has two blocks.","say":"Give one here and one there. There are still blocks waiting. Keep going until the middle is empty."},{"n":3,"title":"Check Two Opposite Partners","minutes":6,"aim":"Match each of two blocks on one mat with a block on the other.","staging":"Arrange the two groups into short columns and invite the child to indicate both pairs. Read \"Two equal groups have the same number of blocks.\" Close by asking whether any placed block lacks a partner.","say":"Match one block with one across from it. Now check the other pair. Do both sides have the same number?"},{"n":4,"title":"Notice Three Beside One","minutes":6,"aim":"Recognise and repair a three and one arrangement of four blocks.","staging":"Place three blocks on one mat and one on the other. Invite a pair check to reveal the unmatched blocks, then let the child move one from the larger group to the smaller. Close by pairing the new two and two arrangement.","say":"One side has blocks without partners. What could you move to help both sides match? Check again after your move."},{"n":5,"title":"Four Used, Two on Each Side","minutes":6,"aim":"Split four whole blocks into two equal groups and check that each has two.","staging":"Reset four blocks in the centre for each child. Hear or see an equal distribution, two pair checks and an empty centre. Counting two on each mat can confirm the match but does not replace looking for every block.","say":"Share these four blocks into two matching groups. Show me both pairs. Have you used every starting block?"}]
domains: ["M","CL","PD"]
objectives: [{"domain":"M","text":"Split four whole blocks into two equal groups and check that each has two."},{"domain":"CL","text":"Use same number or they match after checking two pairs."},{"domain":"PD","text":"Place blocks in two short columns without covering a partner."}]
materials: ["Ten matching large solid blocks from smooth untreated wood offcuts freely given and prepared by someone with suitable tools before the lesson, or an existing borrowed set; each must be safe for the children to handle and free of splinters, residue and loose parts","Two flat pieces of clean reclaimed cardboard, each roomy enough for six chosen blocks in a column with gaps","An old box kept by you for blocks outside the chosen total","The supplied Two Equal Groups Reference on an existing screen or copied onto used paper"]
space: "A stable low table or clear indoor floor holding two flat sharing mats at least fifty centimetres square, a central starting space and a clear view for up to four children. Enlarge either mat if six chosen blocks cannot fit in a column with clear gaps. Keep access around the edges so the active child can reach both mats by changing position without leaning over blocks."
differentiation: {"younger":"Give four blocks with a modelled first pair, then let the child finish and check, recording the model.","older":"Distribute all four without a starting model and check two pairs with the centre empty."}
watching_for: "Whether all four blocks appear in two matched pairs, rather than one pair being checked while two blocks remain in the centre."
resources: []
version: 1
date: "2026-09-09"
access: "Free"
publisher: "Empathy Global"
author: "Eric Gonzalez-Payne"
author_url: "https://www.linkedin.com/in/eric-gp/"
copyright: "© 2026 Empathy Global. All rights reserved."
licence: "Free to read. Licensed for use in any setting by holders of an Empathy Global account, free or paid. Not licensed for reproduction, redistribution, resale or use in a setting by anyone else."
source_url: "https://empathy.global/curriculum/halving/"

HALVING · TWO EQUAL GROUPS WITH WHOLE BLOCKS

ALL AGES · around 2 to around 6 · TERM 1, WEEK 2 · 5 × 6


DOMAINS: M, CL, PD
CODE: EMP-HALV-L1-T1-WK2
DAY & DATE:

Objectives

M Split four whole blocks into two equal groups and check that each has two.
CL Use same number or they match after checking two pairs.
PD Place blocks in two short columns without covering a partner.

Before the two mat turns

You will want to praise the first pair and finish there. Look back at the centre. You still have two starting blocks waiting to be shared.

One child will stop after placing one block on each mat, because that completed last week’s task. Point to the two blocks still in the centre and ask whether the starting group is finished. Keep them visible until the child includes them.

Two children will place three blocks on one mat and one on the other. Align the single block with one partner and leave the two unmatched blocks clearly separate. Ask what could move before showing a repair.

How we use the sharing space

Stay beside the sharing surface with up to four children. Give individual turns. Keep unused blocks in your box outside the display.
Use matching large, solid, single piece blocks suitable for the children. Check for smooth surfaces, sound edges and no cracks, splinters, residue, loose fittings or detachable parts. No small counters, coins, beads, seeds, food or broken pieces. Keep blocks out of mouths.
Use a stable low table or clear floor and two flat sharing mats. Leave room for six blocks in each column with clear gaps and a starting group between the mats. Let children move around to reach, without leaning over blocks.
Place one block gently at a time. Keep fingers clear. No throwing, stacking, standing on blocks or carrying piles.
Keep blocks whole. No cutting, tearing, breaking or food sharing. The centre holds the starting group; it is not a third share.
Use every starting block and check every partner. Never add, hide or remove one to make the groups look equal. Keep any unmatched block visible and name the limit.
If anything unfamiliar enters, stop and move back without touching it. Continue in another clear place after the usual response.

Five Short Sharing Turns

Keep Four Blocks in View · 6 minutes

AIM: Identify all four blocks in the starting group before sharing.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Set four blocks in the centre with a gap between each. Invite one touch or point per block, then check both mats are empty. Close by moving the central blocks into a different arrangement without adding or removing any.

SAY: "We have four starting blocks today. Look at all of them before sharing. Which blocks are still in the middle?"

Make a Second Pair · 6 minutes

AIM: Continue alternating until four blocks have reached the two mats.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Model one block to each mat and return all four to the centre. Invite the child to continue the same action through the full group. Close by noticing whether the centre is empty and each mat has two blocks.

SAY: "Give one here and one there. There are still blocks waiting. Keep going until the middle is empty."

Check Two Opposite Partners · 6 minutes

AIM: Match each of two blocks on one mat with a block on the other.

Arrange the two groups into short columns and invite the child to indicate both pairs. Read "Two equal groups have the same number of blocks." Close by asking whether any placed block lacks a partner.

SAY: "Match one block with one across from it. Now check the other pair. Do both sides have the same number?"

Notice Three Beside One · 6 minutes

AIM: Recognise and repair a three and one arrangement of four blocks.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Place three blocks on one mat and one on the other. Invite a pair check to reveal the unmatched blocks, then let the child move one from the larger group to the smaller. Close by pairing the new two and two arrangement.

SAY: "One side has blocks without partners. What could you move to help both sides match? Check again after your move."

Four Used, Two on Each Side · 6 minutes

AIM: Split four whole blocks into two equal groups and check that each has two.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Reset four blocks in the centre for each child. Hear or see an equal distribution, two pair checks and an empty centre. Counting two on each mat can confirm the match but does not replace looking for every block.

SAY: "Share these four blocks into two matching groups. Show me both pairs. Have you used every starting block?"

If you have more time

During the final check in block five, add two minutes to count two on each mat after the child has already matched the pairs.

A small sharing conversation

Ask your child how to check that four blocks have been shared equally between two places. Describing two matching pairs gives a reason for the answer.

Look for a complete match

The child uses all four blocks in two groups of two and checks both pairs.

Notes: