Fair Share Fractions

Overview

This is lesson 4 of 5 in Sharing Fairly: Halves and Quarters. Learners use counters and linking cubes to share even collections into two or four equal groups, then represent their thinking with drawings and simple fraction language.

Learning intentions

• WALT find halves and quarters of groups of objects.
• WALT share a collection fairly into two or four equal groups.
• WALT explain how many objects are in one half or one quarter.
• WALT check that all groups are equal.

Success criteria

• I can share an even collection fairly into two or four groups.
• I can say how many objects are in one half or one quarter.
• I can draw or show my sharing.
• I can check that the groups are equal.

Curriculum links

• Mathematics and Statistics: Number — recognising and describing equal parts of collections through practical sharing.
• Mathematics and Statistics: using counting, grouping, representation and mathematical language to communicate thinking.
• Te Mātaiaho emphasis on purposeful problem-solving, reasoning and explaining strategies.
• Key competencies: thinking, managing self, and relating to others during collaborative problem-solving.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Display a picture of 8 apples and ask, “How could four children share these fairly?” Use the sharing hook and learning intention slides to revisit the words fair, equal, half and quarter. Students turn and talk, then demonstrate or describe a fair share.

2. 4–9 min · Model equal sharing. Place 6 counters where all learners can see them and model sharing one counter at a time into two hoops, thinking aloud: “Each group must have the same number. One of two equal groups is one half.” Repeat with 8 counters shared into four groups, introducing “one quarter”. Students count the objects in each group and check whether the groups are equal.

3. 9–20 min · Practical sharing stories. Give each learner counters, linking cubes and a simple sharing mat. Present one story at a time using the practical sharing story slides: “Share 10 strawberries between two plates”; “Share 12 shells between four kete”; “Share 8 blocks between two children”; “Share 16 buttons between four jars.” Students act out each story, share one object at a time, count each group and explain, “One half of 10 is 5,” or “One quarter of 12 is 3.” Pause after each problem for learners to compare whether their groups are equal.

4. 20–26 min · Represent and record. Distribute the halves and quarters recording sheet. Students choose or complete two sharing problems by drawing the collection, circling the equal groups, and recording the number in one half or one quarter. Support oral rehearsal before writing: “I shared ___ into ___ equal groups. One ___ is ___.” Students may use cubes beside the worksheet while recording.

5. 26–30 min · Share, check and exit. Show the final discussion and exit prompt in the discussion and exit slides. Ask, “How do you know this sharing is fair?” Each learner explains one solution or checks a partner’s drawing. Finish with a quick oral exit ticket: “What is one quarter of 8?” Students show the answer with counters and justify it.

Resources

• the sharing hook and learning intention slides, the practical sharing story slides, and the discussion and exit slides
• the halves and quarters recording sheet
• Counters, approximately 20 per learner
• Linking cubes
• Small hoops, plates or bowls for equal groups
• Sharing mats or drawn group circles
• Whiteboard and markers
• Picture cards or classroom objects for sharing stories

Assessment

• Observe whether each learner shares one object at a time and creates equal groups. Note who needs prompting to count or check.
• Listen for accurate use of half, quarter, equal, two groups and four groups during partner explanations.
• Check worksheet drawings for equal groups and accurate totals. Use the oral exit ticket to identify learners needing further practice before lesson 5.

Differentiation

• Support learners with smaller collections such as 4, 6 or 8 objects, clearly marked sharing mats, two-colour counters and the sentence frame: “One ___ of ___ is ___.”
• Provide adult-guided counting, repeated modelling and opportunities to act out each problem before drawing or writing. Accept oral explanations, pointing or constructed groups as valid representations.
• For learners needing language support, use gestures and picture cues for share, equal, half and quarter, and pair them with a supportive peer. Read each story aloud and check understanding before starting.
• Extend confident learners with larger even collections, such as 20 shared into two groups or 20 shared into four groups. Invite them to create a half or quarter sharing story for a classmate and explain how they know the answer is fair.