---
code: "EMP-HALV-L1-T1-WK4"
curriculum_id: "halving"
curriculum_name: "Halving"
level_id: "L1"
level_name: "All Ages"
age_line: "around 2 to around 6"
term: 1
week: 4
title: "Eight Blocks Without a Spare"
slug: "week-4"
aim: "Split eight whole blocks into two equal groups and check that each has four."
blocks_this_week: 5
minutes_per_block: 6
weekly_minutes: 30
blocks: [{"n":1,"title":"See Every Block in the Group of Eight","minutes":6,"aim":"Identify all eight starting blocks without hiding one behind another.","staging":"Arrange eight blocks loosely in the centre, leaving both mats empty. Invite the child to indicate the full group, then open a gap where one block blocks the view of another. Close with all eight visible before sharing.","say":"There are eight blocks to use today. Look for any block hidden behind another. Can you see the whole starting group?"},{"n":2,"title":"Continue to a Fourth Pair","minutes":6,"aim":"Distribute eight blocks into two groups through four alternating pairs.","staging":"Invite the child to place one block on each mat in turn until the centre is empty. Read \"Use all the blocks in the starting group.\" Close by finding the last opposite pair rather than ending after the first three.","say":"Keep giving one block to each mat. Look for the last blocks in the middle. Where will their partners be?"},{"n":3,"title":"Check From the Far End","minutes":6,"aim":"Match all four pairs while beginning at the far end of the mat columns.","staging":"Begin with four on each mat and ask the child to check from the far pair towards the near pair. Keep all blocks still while pointing. Close by checking that reversing the pointing direction has not left a pair out.","say":"Start with the pair farthest away. Check towards you, one pair at a time. Did every block find a partner?"},{"n":4,"title":"Count Each Mat Separately","minutes":6,"aim":"Confirm a matched eight block split by checking four on each mat.","staging":"Offer an eight block sharing turn, then ask the child to count or indicate the blocks on one mat before checking the other. Accept a partner check when counting needs a model. Close with the two groups visibly separate.","say":"Look at this mat first. Now look at the other mat. What shows you that their numbers match?"},{"n":5,"title":"Eight Shared in Matching Fours","minutes":6,"aim":"Split eight whole blocks into two equal groups and check that each has four.","staging":"Reset eight central blocks for each child and invite a complete equal split and four pair check. Inspect the centre as part of the child’s check. Keep your fingers away from the last placement. Return all eight to the centre after the child's check.","say":"Share all eight blocks into two equal groups. Check the far pair as well as the near pair. Is the middle empty?"}]
domains: ["M","PD","CL"]
objectives: [{"domain":"M","text":"Split eight whole blocks into two equal groups and check that each has four."},{"domain":"PD","text":"Place four blocks in each visible column and explain that an unmatched block needs attention before the groups are called equal."}]
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 eight blocks as the final task but offer a demonstrated first pair during practice, recording that support.","older":"Distribute all eight and check four pairs in either direction without changing the total."}
watching_for: "Whether the fourth pair and all eight original blocks are included in the check, even when the far end of a mat is harder to see."
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**

# Eight Blocks Without a Spare

**ALL AGES · around 2 to around 6 · TERM 1, WEEK 4 · 5 × 6**

|  |
| :-: |
| **DOMAINS:** M, PD, CL |
| **CODE:** EMP-HALV-L1-T1-WK4 |
| **DAY & DATE:** |

## Objectives
1. **M** Split eight whole blocks into two equal groups and check that each has four.
2. **PD** Place four blocks in each visible column and explain that an unmatched block needs attention before the groups are called equal.

## Before the two mat turns

You will want to accept three neat pairs when the far end is hard to see. Crouch to the child's height. You need all four pairs visible, including the one furthest away.

Two children will make three careful pairs and leave two blocks behind the centre pile. Spread all eight source blocks into a loose open group at reset so none sits behind another. Then let the child complete the fourth pair.

One child will count the front four blocks across both mats and announce four on each side. Return to one mat at a time for the count, then use opposite partners for the equality check. Keep the two checking actions distinct.

## 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

### See Every Block in the Group of Eight · 6 minutes

AIM: Identify all eight starting blocks without hiding one behind another.

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 eight blocks loosely in the centre, leaving both mats empty. Invite the child to indicate the full group, then open a gap where one block blocks the view of another. Close with all eight visible before sharing.

> SAY: "There are eight blocks to use today. Look for any block hidden behind another. Can you see the whole starting group?"

### Continue to a Fourth Pair · 6 minutes

AIM: Distribute eight blocks into two groups through four alternating pairs.

Invite the child to place one block on each mat in turn until the centre is empty. Read "Use all the blocks in the starting group." Close by finding the last opposite pair rather than ending after the first three.

> SAY: "Keep giving one block to each mat. Look for the last blocks in the middle. Where will their partners be?"

### Check From the Far End · 6 minutes

AIM: Match all four pairs while beginning at the far end of the mat columns.

Use one minute to introduce the turn, four minutes for individual attempts with a reset between children, and one minute for the closing check. Begin with four on each mat and ask the child to check from the far pair towards the near pair. Keep all blocks still while pointing. Close by checking that reversing the pointing direction has not left a pair out.

> SAY: "Start with the pair farthest away. Check towards you, one pair at a time. Did every block find a partner?"

### Count Each Mat Separately · 6 minutes

AIM: Confirm a matched eight block split by checking four on each mat.

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 eight block sharing turn, then ask the child to count or indicate the blocks on one mat before checking the other. Accept a partner check when counting needs a model. Close with the two groups visibly separate.

> SAY: "Look at this mat first. Now look at the other mat. What shows you that their numbers match?"

### Eight Shared in Matching Fours · 6 minutes

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

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 eight central blocks for each child and invite a complete equal split and four pair check. Inspect the centre as part of the child’s check. Record whether any block was placed or named by the adult rather than the child.

> SAY: "Share all eight blocks into two equal groups. Check the far pair as well as the near pair. Is the middle empty?"

## If you have more time
1. After block three’s reverse check, add two minutes to check the same four pairs from the near end without moving any blocks.

## A small sharing conversation
Ask your child how to check a block at the far end of a sharing mat. Looking at every pair prevents part of a group being missed.

## Look for a complete match
The child uses all eight blocks in two groups of four, including the far pair in the check.

**Notes:**



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