• Commentary

## Halves - Darcy : Commentary

### Other Work Samples for:

Darcy has demonstrated a sound understanding of the concept of equal halves. Two appropriate shapes have been selected and divided into equal parts but a car shape that cannot be divided into equal parts was also selected. The parts have been confirmed as equal or unequal by a process of measuring and through the use of trial and error. Although Darcy initially thought that the car shape was able to be equally divided into two parts, the error was identified during matching and the concept of halves has been clarified by the division of a third shape. To progress further, Darcy should practise halving more complex shapes. 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.