Equal Sharing

Overview

In this first lesson of Sharing Fairly: Halves and Quarters, learners explore a whole and share it into two equal parts. They use real objects, folding and pictures to recognise and describe one part as a half, building on everyday experiences of sharing fairly.

Learning intentions

• WALT share a whole into two equal parts.
• WALT describe each equal part as a half.
• WALT explain why both parts need to be equal.
• WALT use pictures, objects and words to show our thinking.

Success criteria

• I can identify a whole.
• I can make two equal parts.
• I can use the word half.
• I can explain or show why the parts are fair.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers: resources aligned with mathematics learning and suitable for extending mathematical thinking.
• Mathematics and Statistics — additional resources for advanced learners, adapted here through reasoning, explanation and multiple representations.
• Early mathematical learning: recognising equal parts, communicating mathematical ideas and using objects, pictures and words to justify thinking.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Display a picture of one apple and ask, “If two people share this fairly, what should happen?” Open with the sharing hook slide and invite each learner to predict, first silently and then to the group. Emphasise that fair sharing means everyone receives the same amount.

2. 4–10 min · Share a whole fairly. Give each learner a paper plate and two counters or fruit pictures. Model placing two counters on one plate, then sharing the whole between two hoops or spaces. Students practise sharing objects into two groups, checking that each group has the same amount, and explain what they notice.

3. 10–16 min · Fold and name a half. Show a paper shape as one whole, fold it carefully into two matching parts and open it again. Use the whole-and-half modelling slides to show that the fold makes two equal parts; introduce the word half and the sentence frame, “One of the two equal parts is one half.” Students fold paper shapes, point to one half and repeat or complete the sentence orally.

4. 16–23 min · Sort and discuss. Give pairs of examples showing a whole, two equal parts and two unequal parts. Students sort them into whole, half and not a half, using the whole, half and not-a-half sorting sheet to draw or place examples in the correct section. Pause to discuss: “How do you know this is a half?” and “What makes this sharing unfair?” Accept explanations through speech, pointing or drawing.

5. 23–27 min · Show it another way. Ask learners to find another way to show one-half using a plate, folded shape or counters. Students create and explain their example to a partner, using the frame “This is one half because …”. Invite the group to compare examples and identify the two equal parts.

6. 27–30 min · Plenary and check. Return to the final review and exit-question slide. Each learner identifies a whole, shows how to split it into two equal parts and says, draws or points to “one half”. Finish by asking, “Would two unequal parts be halves? Why or why not?”

Resources

• the whole lesson slide deck
• the whole, half and not-a-half sorting sheet
• Paper plates or circles
• Paper shapes for folding
• Counters or fruit pictures
• Two hoops, mats or marked spaces for sharing
• Pencils and crayons
• Visual vocabulary cards: whole, equal, half, not a half

Assessment

• Observe whether each learner shares objects into two groups with the same number and uses “fair” or “equal” appropriately.
• During folding and sorting, ask individuals to identify the whole, point to one half and explain why unequal parts are not halves.
• Use the final demonstration as an exit check: record whether each learner can make two equal parts and communicate the word half through speech, drawing or pointing.

Differentiation

• Support learners with concrete objects, teacher modelling, one instruction at a time, pre-folded shapes and visual vocabulary cards. Physically mark the two sharing spaces so learners can see where each part belongs.
• Work beside learners who need additional support, guiding them to match one object to each group before adding another. Use the sentence frames “These are equal because …” and “One part is a half.”
• Allow diverse learners, including those developing English, to respond by demonstrating, drawing, pointing or using home-language discussion before sharing in English. Repeat and gesture key words.
• For learners ready for more challenge, invite them to show one-half in several ways, such as folding different shapes, sharing different quantities of counters or drawing equal sections, and explain why the parts must be equal.