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Day 16 · A half has many exact namesYear 4 Maths · T1 W3–4 · Day 16 lesson

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Year 4 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Aids and text routes.

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Codes: AC9M4N03, AC9M4N01 (partial). Goal: show 1/2 = 5/10 = 50/100 = 0.5 = 0.50 on one equal whole.

  1. Invite · 2 min. Show the same-length blank strip divided once into two and once into ten. Ask how many tenths cover a half.
  2. Model · 5 min. Shade one of two equal parts, five of ten equal parts and 50 of 100 same-whole cells. Align endpoints: all shaded lengths/areas are half. Write 1/2 = 5/10 = 50/100 = 0.5 = 0.50 and place each at the midpoint on 0–1 line.
  3. Guided · 6 min. Split each of two equal half-parts in two: 2/4 = 1/2. Pair this with 5/10; ask why counting different pieces is not a different total share. Test with equal-sized wholes only.
  4. Choice · 6 min. Select D16-A/B/C. Each route requires at least two representations and a reason the whole did not change.
  5. Exit · 4 min. Is 0.5 less than 0.50? No: five tenths is 50 hundredths. Ask learner to align same-sized strips or use place value.
  6. Note · 2 min. Record equal-part and fixed-whole reasoning separately from correct symbols; if a strip's parts are unequal, rebuild it before claiming an equivalent fraction.

Access/home/extension: Paper-fold, tactile lengths, a described equal grid and AAC are valid. An adult may shade under direction. Extension: explain why two of four equal parts gives the same amount as one of two.

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