Investigating half (1-20) with recap questions

What’s included?
This download includes x6 sheets, landscape orientation, in colour to investigate the concept ‘half’ up to 20.

Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.

What’s it for?
This resource has been designed to investigate which numbers (from 1 to 20) can be ‘halved’. There is a introduction to ‘half’ on page one and x20 recap questions at the end.

Resource layout
Page 1
This is an introductory page (not numbered) to explore ‘half’ is demonstrated step by step (horizontally) across the page.

Pages 2 to 5
These pages enable learners to investigate each number from 1 to 20 (in order) to discover whether it can (or cannot!) be split equally into two. Starting at number 1 each box visually shows that number of pencils with two sheets of paper positioned below. Learners draw a line from one pencil to the left sheet of paper and the next pencil to the second (right) sheet of paper, continuing to do this (alternating drawing a line to the left/right sheet of paper each time, one pencil at a time) until there aren’t any more pencils available.

Underneath the image of two 'sheets of paper’, the learners circle either the tiny image of ‘tick’ / ‘cross’ to indicate whether that number can be split in half (or not).

Lastly for every question is a sentence e.g. ’Half of 2 is ___ ‘ for learners to complete. Learners write the missing number on the line to complete the sentence.

Where a number (e.g. 1) cannot be split equally into half and therefore the sentence - ‘Half of 1 is ___ ‘ cannot be completed the learner can instead draw a line or cross in the space, e.g. ‘Half of 1 is ___’ OR ‘Half of 1 is X’.

Learners then move onto investigating the next number.

Page 4
At the end of page 4 there are two larger red/green boxes for learners to write the numbers (on the left/right) which cannot/can be split equally into half.

Page 5
On page 5 there are x20 recap questions in the same order as the investigation (pages 2 to 4) and using the same colour boxes for each question. The colours should help guide learners back to the question they need to check their earlier findings should they need it.

Recommendations
I recommend that learners explore the concept of ‘halving numbers to 20’ practically before recording their learning. Physically using coloured matchsticks or lolly sticks and a sheet of A4 folded/with a line drawn down the centre is a simple way to begin! Small coloured matchsticks could be placed on top of the pencil images each time for a learner with good fine motor control.

Important message…*
ANY issues with any of this resource please don’t hesitate to let me know - I am happy to make changes.

Feedback of this resource would be brilliant. Thank you!

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