• Commentary

## Halves - Cameron : Commentary

### Other Work Samples for:

Cameron has demonstrated a sound understanding of the concept of equal halves. An appropriate shape has been selected and divided into two equal parts. The parts were confirmed as halves by a process of measuring but mathematical language has not been used. To progress further, Cameron could identify different shapes that are able to be divided in half and others that are not, and explain why this is the case. This work sample demonstrates characteristics of work typically produced by a student performing at the expected standard at the end of Kindergarten.

## Foundation Statement strands

The following strands are covered in this activity:

• Working Mathematically
Students ask questions and explore mathematical problems. They use everyday language, materials and informal recordings to demonstrate understanding and link mathematical ideas.
• Space and Geometry
Students manipulate, sort and describe 3D objects using everyday language. They manipulate, sort and describe 2D shapes, identifying circles, squares, triangles and rectangles. Students give and follow simple directions and describe position using everyday language.
• Number
Students count to 30 and represent numbers to 20 with objects, pictures, numerals and words and read and use ordinal numbers to at least â€˜tenthâ€™ place. They manipulate objects to model addition and subtraction, multiplication and division. Students divide objects into two equal parts and describe them as halves. They recognise coins and notes.