Fair Shares

Overview

In this first lesson of the unit Sharing Halves and Quarters, students explore what makes a share fair. Using familiar objects and food contexts, they divide wholes and collections into equal parts, explain their thinking and check whether each share is the same.

Learning intentions

• WALT share a whole into equal parts.
• WALT explain what a whole is.
• WALT use objects, drawings and words to show fair shares.
• WALT check whether each share is fair.

Success criteria

• I can explain what a whole is.
• I can make equal shares.
• I can check that each share is fair.
• I can explain my answer to a partner.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking and challenge for advanced learners.
• Mathematics and Statistics — Mathsteasers: resources for Years 4–8 adapted here to provide rich mathematical thinking for Year 1 learners.
• Number thinking: sharing, equal groups and comparing quantities.
• Communication and problem-solving through explaining, modelling and checking mathematical ideas.

Lesson structure (60 minutes)

1. 0–7 min · Hook: What is fair? Teacher opens with the hook and fair-sharing picture showing one whole apple and two plates, then places two counters on one plate and four on the other. Ask, “Is this fair? How do you know?” Students quietly think, tell a partner and share ideas; introduce the word whole as one complete object or collection.

2. 7–15 min · Teacher modelling. Teacher uses a paper shape and four counters to model sharing one whole and a collection fairly between two people. Show that each person must receive the same amount, and deliberately model an unfair share for students to correct. Students use their hands to show “same” or “not the same” and explain what should change. Refer to the modelling and key-question slides.

3. 15–30 min · Practical exploration. Teacher places students in pairs and gives each pair counters, classroom objects, paper shapes and pretend fruit or picture cards. Give short, numbered instructions from the practical activity instructions: choose a whole or collection, share it fairly between two people, and check by counting or matching. Students make several fair shares, including sharing one object or collection, then explain their result to their partner. Circulate and ask, “What is the whole?”, “How do you know the shares are equal?” and “What could you do to check?”

4. 30–42 min · Small-group support and challenge. Teacher works with a small group needing support, using fewer objects and pre-divided templates to model one share at a time. Students in the support group share two, four or six objects between two people and match the amounts. Other students continue with new collections or share between three or four people as an extension, recording or explaining how many each person receives. Students may respond orally, by pointing, drawing or using objects.

5. 42–53 min · Record and explain. Teacher distributes the fair-sharing worksheet and models completing one example without requiring formal fraction notation. Students draw or place dots to show a whole and two equal shares, circle the fair examples, and complete the sentence frame: “It is fair because each share has ___.” Students who are ready try a three- or four-person sharing question. Read each instruction aloud and allow students to explain answers rather than write full sentences.

6. 53–60 min · Plenary and exit check. Teacher returns to the plenary and check slides and presents two final examples: one fair and one unfair. Students show a thumbs-up or thumbs-down, then justify their choice to a partner. For the exit check, each student draws or orally describes how to share six counters fairly between two people; teacher listens for equal groups and records who can explain the check.

Resources

• the fair-sharing lesson deck
• the fair-sharing worksheet
• Counters, linking cubes or bottle tops
• Small classroom objects
• Paper circles, rectangles and other simple shapes
• Pretend fruit, real fruit or fruit picture cards
• Plates, hoops or paper spaces labelled “Person 1” and “Person 2”
• Pre-divided templates
• Large clear-print sentence frames
• Pencils, crayons and board pens

Assessment

• Observe pair work: can students identify the whole, create equal shares and check by counting or matching?
• Use questioning and student explanations to distinguish copying from genuine understanding of fairness.
• Use the final sharing task to identify students ready for halves and quarters work, students needing further concrete practice, and students who can share among three or four people.

Differentiation

• Support learners with concrete materials, partner modelling, pre-divided templates, fewer objects and clearly labelled sharing spaces. Begin with two or four objects.
• Provide teacher-led small-group support during practical work; repeat the same routine: make a share, compare the shares, then adjust if needed.
• Extend confident learners by asking them to share collections fairly among three or four people and explain what happens when the objects cannot be shared equally.
• Use dyslexia-friendly options: read all instructions aloud, display short numbered steps, use large clear print and visual examples, reduce copying, and accept oral, drawn or demonstrated responses. Pair students thoughtfully and provide extra processing time.