Choose a Split and Check It

Original lesson metadata

code: "EMP-HALV-L1-T1-WK9"
curriculum_id: "halving"
curriculum_name: "Halving"
level_id: "L1"
level_name: "All Ages"
age_line: "around 2 to around 6"
term: 1
week: 9
title: "Choose a Split and Check It"
slug: "week-9"
aim: "Independently split an even group up to ten into two equal groups and verify that all blocks are used."
blocks_this_week: 5
minutes_per_block: 6
weekly_minutes: 30
blocks: [{"n":1,"title":"Choose Two or Four for a Fresh Split","minutes":6,"aim":"Independently split a chosen group of two or four and check it.","staging":"Sit beside the empty mats and offer a choice of two or four. Place that exact total in the centre. Read \"Use all the blocks in the starting group.\" Let the child distribute and match partners with your hands still. Ask where every starting block went, then reset.","say":"Choose two or four blocks for your turn. Share the group you chose. Show me your own check."},{"n":2,"title":"Try Six Without a Starting Model","minutes":6,"aim":"Independently distribute six and verify three complete pairs.","staging":"Set six in the centre with both mats empty. Keep your hands off the first pair and let the child begin sharing. Ask them to show the partners and check the centre. Help if requested, then return all six for the next turn.","say":"Here are six blocks and two empty mats. You can begin your own way. How will you know the groups match?"},{"n":3,"title":"Use Your Check for Eight","minutes":6,"aim":"Independently distribute eight and verify all four pairs.","staging":"Offer eight central blocks and wait beside the table for the child's approach. Ask them to arrange and check their own partners. Let their hand reach the far pair without leaning over blocks. Hear how they used all eight, then reset.","say":"Make two matching groups with these eight blocks. Show your check from one end to the other. Is any block outside the groups?"},{"n":4,"title":"Try the Full Set of Ten","minutes":6,"aim":"Independently split ten into two matching groups with no unused block.","staging":"Place all ten in the centre and show the empty storage box. Let the child distribute and check five pairs. Keep your hands still while they count or point. Ask them to show that no block remains unused, then reset the full set.","say":"Use the full set of ten today. Share it between the two mats. What will you check before you say it is finished?"},{"n":5,"title":"Choose a Total and Explain the Complete Split","minutes":6,"aim":"Independently split an even group up to ten into two equal groups and verify that all blocks are used.","staging":"Offer an even total from two, four, six, eight or ten that the child can manage after the earlier turns. Place it centrally with empty mats. Let them share and explain partners and all blocks used. Finish with their complete check and return the chosen total to the centre.","say":"Choose two, four, six, eight or ten blocks. Share all of them between the mats. Show me your check."}]
domains: ["M","CL"]
objectives: [{"domain":"M","text":"Independently split an even group up to ten into two equal groups and verify that all blocks are used."},{"domain":"CL","text":"Explain a check using partners and all starting blocks."}]
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":"Choose two or four for the independent attempt, recording that total; larger totals can remain supported practice.","older":"Choose among six, eight and ten, share independently and explain both the partner check and the empty centre."}
watching_for: "Whether the child chooses or accepts an even total, uses every block and performs their own check without an adult completing a placement."
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 9 · 5 × 6


DOMAINS: M, CL
CODE: EMP-HALV-L1-T1-WK9
DAY & DATE:

Objectives

M Independently split an even group up to ten into two equal groups and verify that all blocks are used.
CL Explain a check using partners and all starting blocks.

Before the two mat turns

You may point towards the last correct place before the child has chosen it. Keep your hands beside you. You can ask for their check without supplying the final move.

Two children will start moving blocks while you are still counting the source group. Pause the distribution, put the chosen total together in the centre and finish identifying it before the first move. Do not begin sharing until the starting group is clear.

One child will say equal after making a familiar looking row but before checking any partners. Ask for the child’s check without pointing to the correct last placement. Let the child show the partners with their own hand.

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

Choose Two or Four for a Fresh Split · 6 minutes

AIM: Independently split a chosen group of two or four and check it.

Sit beside the empty mats and offer a choice of two or four. Place that exact total in the centre. Read "Use all the blocks in the starting group." Let the child distribute and match partners with your hands still. Ask where every starting block went, then reset.

SAY: "Choose two or four blocks for your turn. Share the group you chose. Show me your own check."

Try Six Without a Starting Model · 6 minutes

AIM: Independently distribute six and verify three complete pairs.

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 six in the centre and leave both mats empty. Invite sharing without modelling the first pair, then ask for a check of the two groups and centre. Close by distinguishing independent actions from any help requested.

SAY: "Here are six blocks and two empty mats. You can begin your own way. How will you know the groups match?"

Use Your Check for Eight · 6 minutes

AIM: Independently distribute eight and verify all four pairs.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Offer eight central blocks and wait for the child’s approach. Ask for a partner check without arranging the columns for the child. Close by checking whether the original total and empty centre are included in the explanation.

SAY: "Make two matching groups with these eight blocks. Show your check from one end to the other. Is any block outside the groups?"

Try the Full Set of Ten · 6 minutes

AIM: Independently split ten into two matching groups with no unused block.

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 all ten in the centre, then invite the child’s distribution and five pair check. Keep the storage box empty. Close by recording any supplied placement, count or partner indication separately.

SAY: "Use the full set of ten today. Share it between the two mats. What will you check before you say it is finished?"

Choose a Total and Explain the Complete Split · 6 minutes

AIM: Independently split an even group up to ten into two equal groups and verify that all blocks are used.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Offer an even total from two, four, six, eight or ten, choosing a manageable independent attempt after the earlier turns. Ask the child to share and explain partners and all blocks used. Close by reviewing the earlier total records without treating one chosen success as every total mastered.

SAY: "Choose two, four, six, eight or ten blocks. Share all of them between the mats. Show me your check."

If you have more time

After block five’s recorded attempt, add two minutes to repeat a previously supported total with a fresh reset and record the new level of help.

A small sharing conversation

Ask your child what two things to check after sharing a group. Matching partners and using every starting block make the answer complete.

Look for a complete match

The child shares the chosen even total using every block and explains their own partner check.

Notes: