---
code: "EMP-HALV-L1-T1-WK3"
curriculum_id: "halving"
curriculum_name: "Halving"
level_id: "L1"
level_name: "All Ages"
age_line: "around 2 to around 6"
term: 1
week: 3
title: "Six Blocks With a Partner for Each"
slug: "week-3"
aim: "Split six whole blocks into two equal groups and check that each has three."
blocks_this_week: 5
minutes_per_block: 6
weekly_minutes: 30
blocks: [{"n":1,"title":"Begin With Six Whole Blocks","minutes":6,"aim":"Identify the complete six block group before any sharing move.","staging":"Show six central blocks and empty mats. Invite the child to indicate each starting block once, using counting if available, then check that storage blocks remain separate. Close by pointing out that the whole central group belongs to this turn.","say":"All six blocks in the middle belong to this turn. Look across both rows. We will use every one."},{"n":2,"title":"Share Until the Source Is Empty","minutes":6,"aim":"Distribute all six blocks between two mats in alternating turns.","staging":"Invite one block to one mat and one to the other, continuing through the central group. Read \"Use all the blocks in the starting group.\" Close by checking the centre before judging the two groups.","say":"One block goes to each side in turn. Keep looking at the middle. Is anything still waiting to be shared?"},{"n":3,"title":"Find the Third Pair","minutes":6,"aim":"Check all three opposite block pairs in a six block split.","staging":"Arrange the two groups in columns, then let the child indicate each opposite pair from the near end to the far end. Close by returning to the far pair so it is not hidden behind the first two.","say":"Here is one pair, then another. Look right to the far end. Is there a partner for that last block?"},{"n":4,"title":"Check Six After a New Arrangement","minutes":6,"aim":"Verify a six block split when the central starting arrangement changes.","staging":"Reset the same six blocks in one loose central line instead of two rows. Invite a fresh distribution and three pair checks. Close by noting that a changed starting arrangement still used the same six blocks.","say":"The starting blocks look different in this line. Share all of them between the two mats. How will you check your groups?"},{"n":5,"title":"Six Blocks in Matching Threes","minutes":6,"aim":"Split six whole blocks into two equal groups and check that each has three.","staging":"Give each child six central blocks, let them distribute and check three pairs, then confirm the centre is empty. Hear three on each side if counting is available, or accept a complete one to one check. Leave the paired columns still until the child finishes, then reset the centre.","say":"Make two equal groups with these six blocks. Give every block a partner across the gap. Show me that none is left."}]
domains: ["M","CL"]
objectives: [{"domain":"M","text":"Split six whole blocks into two equal groups and check that each has three."},{"domain":"CL","text":"Say that a block has or does not have a partner while checking."}]
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":"Keep the columns close enough to compare and accept touching opposite partners without fluent counting words.","older":"Share all six independently, check three pairs and confirm three on each mat by counting if helpful."}
watching_for: "Whether the child checks the third pair and the empty centre instead of assuming that two correct pairs finish the whole group."
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**

# Six Blocks With a Partner for Each

**ALL AGES · around 2 to around 6 · TERM 1, WEEK 3 · 5 × 6**

|  |
| :-: |
| **DOMAINS:** M, CL |
| **CODE:** EMP-HALV-L1-T1-WK3 |
| **DAY & DATE:** |

## Objectives
1. **M** Split six whole blocks into two equal groups and check that each has three.
2. **CL** Say that a block has or does not have a partner while checking.

## Before the two mat turns

You may straighten the columns while the child counts. Keep your hands still. You can move the block they are about to touch without realising it.

Two children will fill one mat until it looks crowded and put the rest on the other. Keep the two mats the same usable size and invite a pair check. The amount of open mat space is not the number being compared.

One child will leave the last two blocks in the centre after making two pairs. Ask the child to show every block that belonged to the starting group, then return to the unshared pair. Do not sweep those blocks into storage at reset.

## How we use the sharing space

1. Stay beside the sharing surface with up to four children. Give individual turns. Keep unused blocks in your box outside the display.
2. 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.
3. 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.
4. Place one block gently at a time. Keep fingers clear. No throwing, stacking, standing on blocks or carrying piles.
5. Keep blocks whole. No cutting, tearing, breaking or food sharing. The centre holds the starting group; it is not a third share.
6. 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.
7. If anything unfamiliar enters, stop and move back without touching it. Continue in another clear place after the usual response.

## Five Short Sharing Turns

### Begin With Six Whole Blocks · 6 minutes

AIM: Identify the complete six block group before any sharing move.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Show six central blocks and empty mats. Invite the child to indicate each starting block once, using counting if available, then check that storage blocks remain separate. Close by pointing out that the whole central group belongs to this turn.

> SAY: "All six blocks in the middle belong to this turn. Look across both rows. We will use every one."

### Share Until the Source Is Empty · 6 minutes

AIM: Distribute all six blocks between two mats in alternating turns.

Invite one block to one mat and one to the other, continuing through the central group. Read "Use all the blocks in the starting group." Close by checking the centre before judging the two groups.

> SAY: "One block goes to each side in turn. Keep looking at the middle. Is anything still waiting to be shared?"

### Find the Third Pair · 6 minutes

AIM: Check all three opposite block pairs in a six block split.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Arrange the two groups in columns, then let the child indicate each opposite pair from the near end to the far end. Close by returning to the far pair so it is not hidden behind the first two.

> SAY: "Here is one pair, then another. Look right to the far end. Is there a partner for that last block?"

### Check Six After a New Arrangement · 6 minutes

AIM: Verify a six block split when the central starting arrangement changes.

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 the same six blocks in one loose central line instead of two rows. Invite a fresh distribution and three pair checks. Close by noting that a changed starting arrangement still used the same six blocks.

> SAY: "The starting blocks look different in this line. Share all of them between the two mats. How will you check your groups?"

### Six Blocks in Matching Threes · 6 minutes

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

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Give each child six central blocks, let them distribute and check three pairs, then confirm the centre is empty. Hear three on each side if counting is available, or accept a complete one to one check. Record any supplied placement.

> SAY: "Make two equal groups with these six blocks. Give every block a partner across the gap. Show me that none is left."

## If you have more time
1. After the three pair check in block three, add two minutes to count each mat’s three blocks separately without moving them.

## A small sharing conversation
Ask your child what to do if blocks remain in the middle after sharing. Including the whole starting group makes the equal split complete.

## Look for a complete match
The child uses all six blocks in two groups of three and checks every pair.

**Notes:**



Halving · Curriculum system designed by Eric Gonzalez-Payne · © 2026 Empathy Global · Free with an Empathy Global account