Multiplication and Division

Objectives

To find halves of even numbers.

Resources

Counters | White board and pen

Vocabulary

half | halves | double

Today's Lesson

Introduction

Take out your 📄 number cards 1-20, select only the even numbers (2, 4, 6, 8 etc.), and shuffle. Ask your student to pick one of those cards. Whichever number is selected, ask your student if they can count out that number of counters.

Now ask them to split their pile of counters in half. Can they do this accurately? How many is half of the number on the card?

Repeat for one or two more cards.

Main Activity

This video demonstrates further how to understand doubling and halving using bar models, leading on from the task above.

If your student needs more time to understand the concept of doubling and halving, practise the above activity as much as you need to. When you are ready, you can then move on to watch the video. 

Watch the video with your student. Pause the video each time there is a task to do and ask your student to record their sentences each time.

For example:

Half of 12 = 6

Double 6 = 12

6+6 = 12

Make sure that you are using the language of double and half each time so that your student can see the relationship between the two.

How do you know that ___ is half of ___?

They can use their own pictures or blank part models to explain their answer.

Repeat this task for the numbers 8, 14, 4, 20, 18, and 10.

Extra Support

Work through the number doubles first selecting numbers in order 1-10. Record these on paper or a whiteboard. Now work on halving working backwards from 20. This will assist your student in visualising the patterns created in doubling and halving numbers.

Extra Challenge

Write down on odd number. Ask your student if they can find half of this number. What will they do with the one left over? Repeat for additional odd numbers.

Citations

[1] www.youtube.com