Half or Whole

$Half or Whole book cover$

Grade 1
3 skill lessons · 2 math-through-reading

Math

Skill lessons

The mathematics the book carries, taught directly. Printable workbook pages and teacher keys are not available for this book yet.

1Two Parts the Same Size
2Two Halves Make One Whole
3Whole One, or Half?

Math + reading

Math through the reading

The same book, entered through a sentence it prints. Change one word in the reading and the numbers change with it.

4The Word That Makes You Cut
5Is Every Cut a Half?

Reading

Reading and language lessons

The same book read as a text. What a word means in its sentence, how a character is shown, how the writing is put together - no mathematics.

6The Book Is Talking To You
7The Same Sentence, A New Word
8Sandwiches, Then Fruit

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Skill lessons

3 lessons on the mathematics the book carries. Printable workbook pages and teacher keys are not available for this book yet.

1. Two Parts the Same Size Concept · Partitioning one whole into two equal parts

The book cuts six objects and each time says the same two things: cut them into parts, and both are the same size. Students do the cutting themselves, once by folding and once carelessly, and use a stack test to decide which cut produced parts the book would name. A half is not any piece — it is a part with a matching partner, and the test for that is physical, not counted.

Full lesson — 20 minutes

1. Cut one shape into two parts (6 min)
Each child takes one paper circle, folds it so the two edges land exactly on each other, and cuts along the fold. Hold the two pieces up and say how many parts came out of one circle. Nobody cuts a second time.
Word preview: parts, cut
See the shapes of the bands? Cut them all into parts. Both are the same size.
2. Stack the parts to test the size (6 min)
Lay one piece on top of the other so the cut edges line up. Look at the outside edge: if no piece sticks out anywhere, the two parts are the same size. Say aloud whether your two parts are the same size or not, and hold the stack up as your reason.
Word preview: same, size
Half a bun plus half a bun equals one whole bun. Each part is one half.
3. Cut a shape the crooked way (4 min)
Take the second circle and cut it straight across without folding first, off to one side. Stack that pair the same way and find the piece that sticks out. Say which of your two circles gave parts that are the same size.
Word preview: part
4. Name the part (4 min)
Point at one piece of the folded circle and say one half, then point at the other and say one half again. Do not use the words one half for either piece of the crooked circle. Say why that one does not get the name.
Word preview: half
Half a banana plus half a banana equals one whole banana. Each part is one half.

Short version — 9 minutes

1. Cut one shape into two parts (5 min)
Each child folds one paper circle so the edges land on each other and cuts along the fold. Say how many parts came out of one circle.
Word preview: parts, cut
See the shapes of the bands? Cut them all into parts. Both are the same size.
2. Stack the parts to test the size (4 min)
Lay one piece on the other with the cut edges lined up and look for anything sticking out. Say whether the two parts are the same size, and hold up the stack as your reason.
Word preview: same, size
Half a bun plus half a bun equals one whole bun. Each part is one half.

Three levels

Support: Work only with the folded circle and skip the crooked cut. Fold, cut, stack, and say same size or not the same size while touching the edge you are looking at. The teacher folds a second circle alongside so the child has a matching stack to copy the words from.
At Grade: Cut both circles, stack both pairs, and say which pair is the same size and which is not. Use the words one half only for the pieces of the folded circle, and say out loud why the crooked pieces do not get that name.
Extension: Fold and cut a paper square, then a paper rectangle, and test each pair by stacking. Find a second, different fold that also gives two parts the same size on the square, and show a partner both fold lines on one square so they can see two ways to make halves of the same shape.

English learners

Number and the stack test carry across languages: a child who has never met the English word half can still see that nothing sticks out. The words that do not carry are same size and part, because many languages mark them with a shape or a measure word rather than a bare adjective. Give the whole class one frame to rehearse before they need it — "These two parts are the same size" — and let a child say it first in their strongest language while pointing at the stack, then in English. The one half naming in the last step is the only place the English word is required.

Materials

Paper circles, two per child
Child-safe scissors
Word cards: half, part, whole

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

2. Two Halves Make One Whole Representation · Composing two equal parts into one whole

The book states the joining six times and never varies it: half a thing plus half a thing equals a whole thing. Students run the join in the direction the book states it, with paper pieces they can push together, and meet the case the book never shows — two pieces that will not join because they came from different objects. The representation is the rejoined outline; the language is the book's own sentence frame with the object word swapped.

Full lesson — 20 minutes

1. Put two halves back together (6 min)
Take the two matching pieces you cut from one circle and slide them until the cut edges meet. Trace around the outside of the rejoined shape. Say what one shape the two pieces made.
Word preview: whole
Half a ball plus half a ball equals a whole ball.
2. Try it with parts from two different shapes (5 min)
Take one piece from a circle and one piece from a square and try to slide them into one shape. Say what goes wrong at the edges. Say whether these two pieces are halves of one thing.
Word preview: halves
3. Say the joining sentence (5 min)
Hold one piece in each hand, bring them together on the desk, and say half a circle plus half a circle equals one whole circle. Say it again for the square, changing only the shape word. Each child says it while their own two pieces are touching.
Word preview: plus, equals
Half a star plus half a star equals a whole star.
4. Sort the piles (4 min)
Sort a tray of loose pieces into a pile that can be joined into one whole shape and a pile that cannot. Pick one pair from the joined pile and tell a partner why it belongs there, with the pieces touching so they can check.
Word preview: whole

Short version — 9 minutes

1. Put two halves back together (5 min)
Slide the two matching pieces from one circle until the cut edges meet, and trace the outside of the shape they make. Say what one shape the two pieces made.
Word preview: whole
Half a ball plus half a ball equals a whole ball.
2. Say the joining sentence (4 min)
Hold one piece in each hand, bring them together, and say half a circle plus half a circle equals one whole circle. Every child says it with their own two pieces touching.
Word preview: plus, equals
Half a star plus half a star equals a whole star.

Three levels

Support: Stay with the circle only. Hand the child the two pieces already turned the right way round so the cut edges face each other, and let the whole task be sliding them together and saying one whole circle. Add the plus-and-equals sentence only once the sliding is easy.
At Grade: Join the circle pair and the square pair, trace both outlines, and say the joining sentence for each with the pieces touching. Then find the pieces on the tray that will not join and say what is wrong with them.
Extension: Take a pair of pieces that came from two different circles of the same size and decide whether those two make one whole circle. Argue it to a partner with the pieces in your hands: they do join into a circle shape, and the book's own sentence is about one thing cut apart, so say which reading you take and why.

English learners

The joining sentence has a fixed English frame — half a ___ plus half a ___ equals one whole ___ — and the frame is what to rehearse, not the vocabulary. Say it as a class three times with the pieces moving, before any child says it alone. What transfers is the physical join and the idea of one thing in two pieces; what does not is the word order, because several languages put the result before the parts rather than after. A child may narrate the join in their strongest language first and then say the English frame with their pieces touching.

Materials

Paper circles, cut in half beforehand, one pair per child
Plain paper
Pencils
Paper squares, cut in half beforehand, one pair per child
Tray of mixed paper halves
Word cards: half, whole, parts

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

3. Whole One, or Half? Reasoning · Telling a whole object from two equal parts of one

Twice the book stops and asks the reader to judge before it answers — are these half sandwiches or whole ones, and are these fruits whole or is there a half here. Students answer both, then are made to say the count that decided it, because the answer alone does not show whether a child looked at the pieces or guessed. The last step supplies the case the book never prints: two pieces that are not the same size, where the piece count says two and the name half still does not apply.

Full lesson — 20 minutes

1. Answer the book's question (5 min)
The teacher holds up two paper sandwiches, one uncut and one already cut into two matching pieces, and reads the book's question. Each child points at the one they would call whole and says whole or half out loud. Nobody explains yet.
Word preview: whole, half
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
2. Find the reason on the table (6 min)
Now say how you decided. Count the pieces of each sandwich out loud and hold up that many fingers. Say the sentence: this one is whole because it is one piece, and this one is halves because it is two pieces the same size.
Word preview: parts
The sandwiches are whole.
3. Run it again on the fruit (5 min)
The teacher lays out an uncut paper banana and an apple cut into two matching pieces and reads the book's second question. Point, say whole or half, then give the piece count as your reason before anyone agrees with you.
Word preview: whole
Are these fruits whole? Or do you see a half here? These fruits are whole.
4. Catch the trick (4 min)
The teacher shows a paper apple cut into two pieces that are not the same size. Say whether this one is halves. Use the stacking test if you need it, and say your reason to a partner who has to check the pieces before agreeing.
Word preview: same, size

Short version — 9 minutes

1. Answer the book's question (5 min)
The teacher holds up an uncut paper sandwich and one cut into two matching pieces and reads the book's question. Each child points at the whole one and says whole or half aloud.
Word preview: whole, half
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
2. Find the reason on the table (4 min)
Say how you decided. Count the pieces of each sandwich aloud, hold up that many fingers, and finish the sentence: this one is whole because it is one piece.
Word preview: parts
The sandwiches are whole.

Three levels

Support: Work with the sandwiches only, and reduce the answer to pointing plus one word. The child points and says whole or two, and the teacher supplies the rest of the sentence for the child to repeat. Keep the unequal apple out of this tier entirely.
At Grade: Answer both of the book's questions, give the piece count each time as the reason, and then decide the unequal apple. Say the reason before a partner agrees rather than after.
Extension: Decide the unequal apple, then say what would have to change about the smaller piece for the name half to become correct. Show it by trimming a spare paper apple until a partner's stack test passes, and say what you were making equal.

English learners

The reasoning in this lesson is countable, so it travels: one piece or two pieces is visible to any child regardless of English. The English that does not travel is the because frame, and it is what this lesson collects, so rehearse it whole — "It is whole because it is one piece" — and post it where children can see it while they talk. A child may count and reason in their strongest language and then give the because sentence in English while pointing at the pieces they counted.

Materials

Paper sandwich shapes, one uncut and one cut in two, per pair
Paper fruit shapes, one uncut and one cut in two, per pair
One paper apple cut into two unequal pieces
Word cards: whole, half, same

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

Math through the reading

The mathematics is reached through a sentence the book prints: change one word in the reading and the numbers change with it. These carry their own standards, matched against these lessons rather than inherited from the skill ones.

4. The Word That Makes You Cut Integrated · Students act out the book's plus sentence twice, once with the word half and once with the word whole, and lay the two results side by side to show that the single changed word decided how much is on the desk.

Students act out the book's plus sentence twice, once with the word half and once with the word whole, and lay the two results side by side to show that the single changed word decided how much is on the desk.

Full lesson — 20 minutes

1. Act out the book's sentence (6 min)
Each pair takes one paper ball, folds it so the edges meet, cuts on the fold, and pushes the two pieces back together while saying the book's sentence aloud. Lay the result in the row marked with the book's sentence. Count how many balls' worth of paper is in that row.
2. Act out the swapped sentence (6 min)
The teacher says the sentence again with whole in place of half. Each pair works out what to do, takes the paper balls that sentence calls for, cuts nothing, and lays them in the second row. Say aloud how many balls are in this row.
3. Put the two rows side by side (4 min)
Look along both rows and say which row has more paper in it and which row needed scissors. Name the one word that is different between the two sentences, and say what that word made your hands do.
4. Run it on the star (4 min)
Do both sentences again with a paper star, saying each one before you act. Predict which row will need cutting before you pick up the scissors, then check yourself against the paper.

Short version — 9 minutes

1. Act out the book's sentence (6 min)
Each pair takes one paper ball, folds it so the edges meet, cuts on the fold, and pushes the two pieces back together while saying the book's sentence aloud. Lay the result in the row marked with the book's sentence. Count how many balls' worth of paper is in that row.
2. Act out the swapped sentence (6 min)
The teacher says the sentence again with whole in place of half. Each pair works out what to do, takes the paper balls that sentence calls for, cuts nothing, and lays them in the second row. Say aloud how many balls are in this row.

Three levels

Support: Give the child the two rows already labelled and one sentence at a time, with the changed word underlined on a card. The child carries out only the actions and then points at the underlined word. Say the sentence for them to repeat once the paper is in place, so the language rides on a result they already made.
At grade: Act out both sentences for the ball and again for the star, lay all four results in the two rows, and say which word changed and what it made your hands do each time.
Extension: Write a third version of the sentence that would make a child cut a ball into two parts and then take only one of them away, and act it out. Say what word you had to add to make that happen and why the book's own sentence does not say it.

English learners

Number and cutting carry across every language in the room: a child can produce both rows correctly before they can say either sentence. What does not carry is that half sits in front of the object rather than after it, and that English marks the whole-object case with a separate word rather than by leaving the word off. Rehearse the two sentences as fixed frames with the class, three times each, with the paper moving as they are said. Invite a child to say what changed in their strongest language while pointing along the two rows, then to give the one changed word in English.

Materials

Paper ball shapes, two per pair
Paper star shapes, two per pair
Child-safe scissors
Two labelled row mats per pair
The book's sentence written on a card
The swapped sentence written on a card with the changed word underlined

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

5. Is Every Cut a Half? Integrated · Students take a position on a cut apple whose two parts do not match, defend it aloud with a count and a stacking test a partner can repeat, and change their mind on the record if the paper says so.

Students take a position on a cut apple whose two parts do not match, defend it aloud with a count and a stacking test a partner can repeat, and change their mind on the record if the paper says so.

Full lesson — 20 minutes

1. Take a side on the cut apple (5 min)
Each pair gets a paper apple already cut into two parts that do not match. Without touching the pieces yet, each child says halves or not halves and puts a marker on the mat next to their answer. Both children answer before either explains.
2. Say your reason to a partner (7 min)
Now say why, to your partner, in a sentence with a number in it. Count the parts aloud and say what the stack test shows. Your partner has to stack the same two pieces and say whether they agree before you move on.
3. Change your marker if the paper changed your mind (4 min)
Look at the stack you both just made. If it says something different from where your marker sits, move your marker and say out loud what changed it. Nobody has to keep the answer they started with.
4. Test a second apple (4 min)
Take an apple cut into two parts that do match. Run the same two checks, count and stack, and say your position with both numbers in it. Say what is different between this apple and the first one.

Short version — 9 minutes

1. Take a side on the cut apple (5 min)
Each pair gets a paper apple already cut into two parts that do not match. Without touching the pieces yet, each child says halves or not halves and puts a marker on the mat next to their answer. Both children answer before either explains.
2. Say your reason to a partner (7 min)
Now say why, to your partner, in a sentence with a number in it. Count the parts aloud and say what the stack test shows. Your partner has to stack the same two pieces and say whether they agree before you move on.

Three levels

Support: Supply the frame on a card and let the child fill only the two slots: I say ___ because there are ___ parts and the stack ___. The child counts and stacks first and speaks after, and the partner's job is reduced to re-stacking and saying agree or not agree. Keep both apples in this tier so the child gets a case that passes and a case that fails.
At grade: Take a position on both apples, defend each aloud with the part count and the stack result in the same sentence, and check a partner's reason by re-stacking their pieces rather than by agreeing with their answer.
Extension: Take the position you did not choose for the first apple and make the strongest case you can for it out loud, using the book's own count of two parts. Then say which of the two positions you would still defend and which sentence in the book decided it for you.

English learners

The mathematics travels and the argument does not. Counting two parts and seeing an edge stick out need no English at all, so every child in the room can reach a position before they can defend one. What has to be taught is the because sentence, because many languages put the reason before the claim and a child following that order sounds to an English ear as if they have not answered. Post the frame and rehearse it as a class before the first apple is handed out. A child may reason and count aloud in their strongest language, then give the English frame while pointing at the stack, and the partner's re-stack checks the mathematics regardless of the language it was reached in.

Materials

Paper apples cut into two unequal parts, one per pair
Paper apples cut into two matching parts, one per pair
Position mats with two answer spaces
Markers, one per child
The book's two reader questions written on cards
The frame sentence written where every child can see it

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

Reading and language lessons

3 lessons on the reading and language the book carries - what a word means in its sentence, how a character is shown, how a text is built. No mathematics: these are matched against the English language arts curricula, which are a different and smaller set than the mathematics ones.

6. The Book Is Talking To You Text structure · Answering a question the book asks the reader directly

This book keeps stopping to ask the reader something, then answering itself on the next line. Students learn to hear a question aimed at them, find the sentence that answers it, and say which is which. They practise on two question-and-answer places and then meet a question at the end that the book leaves for them. Nothing is worked out; the work is noticing that a text can address its reader and recognising where its own answer sits.

Full lesson — 20 minutes

1. Hear the first question (5 min)
The teacher reads the passage below aloud. One of these sentences asks you something. Point to it. Say aloud how you knew it was a question and not a telling sentence.
Word preview: question
Half and whole. Can you tell them apart?
2. Find the question and the answer together (6 min)
Read the passage below with the teacher. Two sentences here ask you something and one sentence answers. Point first to the two questions, then to the answer. Say the answer aloud in a full sentence.
Word preview: answer
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
3. Do it again on your own (5 min)
Read the passage below with a partner. Take turns: one of you reads only the asking sentences, the other reads only the telling sentences. Then say aloud which sentence gave the answer.
Word preview: ask
Are these fruits whole? Or do you see a half here? These fruits are whole. a banana, apple and pear.
4. Meet the question the book does not answer (4 min)
Read the passage below together. This one is a question too, but the book stops here and does not answer it. Say aloud who is supposed to answer it, and then answer it about something you can see in the room.
Word preview: you
Half or whole, what do you see?

Short version — 9 minutes

1. Find the question and the answer together (5 min)
The teacher reads the passage below. Point to the two sentences that ask you something, then to the sentence that answers. Say the answer aloud.
Word preview: answer
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
2. Meet the question the book does not answer (4 min)
Read the passage below. This is a question the book does not answer. Say who is supposed to answer it, then answer it about something in the room.
Word preview: you
Half or whole, what do you see?

Three levels

Support: Use only the passage in step 1. Echo the teacher, one sentence at a time. Point to the question mark. Say aloud whether the second sentence asks or tells.
At Grade: Read the passages in steps 2 and 3 and, for each one, say which sentences ask and which sentence answers.
Extension: Read the passage in step 4. Say two sentences about why a book might end with a question instead of an answer, and what it wants the reader to do.

English learners

English marks a question by turning the sentence around — Are these whole? rather than These are whole — and this book puts two such questions back to back before it answers. Read the answer sentence first, then the question it answers, so students hear the same words in two orders. Invite students to ask one yes-or-no question in their strongest language and then in English. Rehearsable frame: Are these ___? They are ___.

Materials

Half or Whole, the passage printed in this step
question mark card
Word cards: question, answer, ask, you

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

7. The Same Sentence, A New Word Language · Noticing a repeated sentence pattern and putting new words into it

One sentence shape comes back page after page with only the object changed. Students read two of these sentences, find the one word that is different, and then say the same sentence about something new of their own choosing. The lesson is about how a sentence frame works, not about what the sentence claims. Students say their new sentence aloud; nothing is calculated.

Full lesson — 20 minutes

1. Read one sentence carefully (5 min)
The teacher reads the passage below. Read it back together, slowly. Say aloud which word appears three times in this one sentence.
Word preview: same
Half a ball plus half a ball equals a whole ball.
2. Read another one and find the difference (5 min)
Read the passage below with a partner. Hold it beside the sentence you read in step 1. Say aloud which word has changed, and which words stayed exactly the same.
Word preview: different
Half a ball plus half a ball equals a whole ball.
Half a star plus half a star equals a whole star. That's a good start.
3. Find the pattern in a longer stretch (6 min)
Read the passage below together. The same sentence shape is here again, with two more sentences around it. Point to the sentence that follows the pattern, and say the object word it uses.
Word preview: pattern
Cut them all into parts. Both are the same size. Half a bun plus half a bun equals one whole bun. Each part is one half.
4. Say the sentence about something new (4 min)
Read the two passages below once more to hear the shape. Then say the same sentence out loud about something in your classroom, changing only the object word. Say it to a partner and let them say one back to you.
Word preview: say
Half a ball plus half a ball equals a whole ball.
Half a star plus half a star equals a whole star. That's a good start.

Short version — 9 minutes

1. Read another one and find the difference (5 min)
The teacher reads the two passages below. Say which word has changed between them and which words stayed the same.
Word preview: different
Half a ball plus half a ball equals a whole ball.
Half a star plus half a star equals a whole star. That's a good start.
2. Say the sentence about something new (4 min)
Read the two passages below to hear the shape. Then say the same sentence about something in your classroom, changing only the object word.
Word preview: say
Half a ball plus half a ball equals a whole ball.
Half a star plus half a star equals a whole star. That's a good start.

Three levels

Support: Use only the passage in step 1. Echo the teacher sentence by sentence. Point to the word ball each time it appears. Say the word aloud three times.
At Grade: Read the two passages in step 2 and say which single word changed, then say the same sentence about one new object.
Extension: Read the passage in step 3. Say two sentences about what the two extra sentences around the pattern sentence add that the pattern sentence does not say by itself.

English learners

A repeated frame is a gift to a new speaker: everything but one slot is already learned, so the whole sentence becomes sayable at once. Read the frame with the object word left silent, tapping the empty slot, then let students fill it. Invite students to fill the slot with a word from their strongest language first and then find the English word together. Rehearsable frame: Half a ___ plus half a ___ equals a whole ___.

Materials

Half or Whole, the passage printed in this step
word cards for the pattern
Word cards: same, different, pattern, say

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

8. Sandwiches, Then Fruit Comprehension · Comparing two passages that say the same thing about different things

The book does the same move twice: it asks about one group of things, answers, and then does it all again with another group. Students read both stretches, say what is alike about how they are written, and say what is different about what they are about. They finish by telling a partner what the book does over and over. Nothing is measured or added; the work is comparing two passages as pieces of writing.

Full lesson — 20 minutes

1. Read the sandwich part (5 min)
The teacher reads the passage below. Say aloud what the book is asking about here, and what its answer is. Use the word sandwiches in your answer.
Word preview: alike
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
2. Read the fruit part (5 min)
Read the passage below with a partner. Say aloud what the book is asking about here, and what its answer is. Then name the three fruits it lists.
Word preview: different
Are these fruits whole? Or do you see a half here? These fruits are whole. a banana, apple and pear.
3. Hold the two parts side by side (6 min)
Read the two passages below one after the other. Say aloud one thing that is the same about how they are written. Then say one thing that is different about what they are about.
Word preview: both
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
Are these fruits whole? Or do you see a half here? These fruits are whole. a banana, apple and pear.
4. Say what the book keeps doing (4 min)
Read the two passages below again, then tell a partner one sentence in this shape: Both times, the book ___. Say it in your own words rather than reading it out.
Word preview: again
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
Are these fruits whole? Or do you see a half here? These fruits are whole. a banana, apple and pear.

Short version — 9 minutes

1. Hold the two parts side by side (5 min)
The teacher reads the two passages below one after the other. Say one thing that is the same about how they are written and one thing that is different about what they are about.
Word preview: both
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
Are these fruits whole? Or do you see a half here? These fruits are whole. a banana, apple and pear.
2. Say what the book keeps doing (4 min)
Read the two passages below again, then tell a partner: Both times, the book ___. Say it in your own words.
Word preview: again
Are these half sandwiches? Or are they whole ones? The sandwiches are whole.
Are these fruits whole? Or do you see a half here? These fruits are whole. a banana, apple and pear.

Three levels

Support: Use only the passage in step 1. The teacher reads it. Answer aloud: are the sandwiches half or whole? Point to the sentence that told you.
At Grade: Read both passages in step 3 and say one way they are written alike and one way what they are about is different.
Extension: Read both passages in step 3. Say two sentences about why a book might ask its question first and give its answer second, instead of the other way round.

English learners

Both and same are easy to hear but hard to use, because English needs them in different places in a sentence. Model the two shapes side by side — Both passages ask a question; The two passages are the same — and let students choose one to reuse. Invite students to say what is alike about two objects on their desk in their strongest language before saying it in English. Rehearsable frame: Both parts ___. But one is about ___ and one is about ___.

Materials

Half or Whole, the passage printed in this step
alike and different mat
sentence frame strip
Word cards: alike, different, both, again

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.