N&A4.2 Students manipulate two parts of a given object, activity/puzzle.
Teaching Strategies
Touch cues »Take up time »
Role play »
Questioning »
Correcting errors »
Attribute meaning »
Modelling »
Independent practice »
Strategic pausing »
Prompting »
Shaping »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
PuzzlesPhotographs
Lego / Duplo
Train tracks
File folder
Assessment Record
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Early Stage 1 Outcome 2012 NES 1.4 Describes halves, encountered in everyday contexts, as two equal parts of an object. WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning) WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) 
Early Stage 1 Outcome 2015 MAe1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae3WM Uses concrete materials and/or pictorial representations to support conclusions. MAe7NA: Describes two equal parts as halves.

Life Skills 710 Outcome 2015 MALS8NA Recognises and compares fractions in everyday contexts.
HSC Life Skills 1112 Outcomes 2007 1.6 demonstrates knowledge, understanding and application of basic fractions and decimals. 
Framework Indicators
 Moves two parts of an object or puzzle towards each other and combines them.
 WM Complete a two piece puzzle.
Teacher Language
Give an instruction
‘Move the parts of the puzzle’.
‘SN, put the parts of the puzzle together.’
Make a Statement
‘These are parts of the puzzle.’
‘These parts make a whole.’
Correction/prompt
‘Are the parts together?’
‘Is that a whole?’
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.
Moves two pieces of an object or puzzle towards each other and combines them.
Place parts of an object e.g. a two piece puzzle directly in front of the student and state ‘SN these are parts of the puzzle. Move the parts of the puzzle’. Once the student has moved the parts in any direction, instruct the student to put the parts together. ‘SN, put the parts of the puzzle together’. When the student has successfully put the two pieces of the puzzle together teacher states ‘These parts make a whole’.
Webistes
Websites with resources, games and activities that could be used to support this goal include: