Fair Shares in Quarters

Overview

Students model one whole group of objects shared fairly into four equal parts. Using counters and paper plates, they connect equal sharing with the language of quarters, then draw and label each share and explain how they know the shares are equal.

Learning intentions

• WALT share a group of objects equally between four people.
• WALT recognise each equal share as one quarter.
• WALT draw and label four equal quarters.
• WALT explain how to check that every share is fair.

Success criteria

• I can share counters fairly between four people.
• I can say that each equal share is one quarter.
• I can draw four equal shares and label each one “one quarter”.
• I can check that each share has the same number of objects and explain my thinking.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking and challenge through reasoning about equal sharing.
• Mathematics and Statistics — Mathsteasers / Alignment: connecting practical sharing, representation and mathematical explanation.
• Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: extending learners to justify and check whether shares are equal.
• Mathematics and Statistics processes: communicating mathematical ideas, representing quantities and reasoning about fairness.

Lesson structure (15 minutes)

1. 0–2 min · Hook and connect. Open the fairness question slide showing four people waiting to share a plate of objects. Ask, “How could we make sure everyone gets a fair share?” Students briefly turn to a partner and suggest what “fair” means. Establish that fair shares must be equal.

2. 2–5 min · Teacher modelling. Place a paper plate in the centre and explain that it represents one whole group of objects. Place 12 counters beside it, then share them one at a time onto four smaller paper plates or four marked sections, naming the recipients as you go. Ask students to count how many counters each person receives. Model the language: “The whole group has been split into four equal shares. Each share is one quarter.” Show the matching image on the modelling and vocabulary slides.

3. 5–9 min · Guided practical sharing. Give each group of four students a paper plate, 12 counters and four small plates or four labelled areas. Display the sharing instructions slide. Students take turns being the sharer, placing one counter at a time into each of the four shares until all counters have been used. Prompt with, “Have we shared one at a time?” and “How many are in each share?” Students count and compare their four shares.

4. 9–12 min · Draw and label. Distribute the equal-quarters drawing sheet. Students draw one whole group divided into four equal parts, add or draw the objects in the four parts, and label each part “one quarter”. Support students to use the sentence, “Each quarter has ___ counters.” Display the drawing and labelling example while students work.

5. 12–14 min · Check and explain. Ask students to check their model and drawing using three questions shown on the checking questions slide: “Are there four shares?”, “Does each share have the same number?”, and “Did we use all the objects?” Students explain their answer to a partner using: “I know the shares are equal because ___.”

6. 14–15 min · Plenary and assessment. Invite two students to explain how they checked the shares. Finish with the prompt on the final recap slide: “If one person has more counters, is it still one quarter? Why or why not?” Students show thumbs up or down and give a brief reason.

Resources

• 12 counters per group
• One paper plate per group
• Four small paper plates or four clearly marked sections per group
• the equal-sharing teaching deck
• the equal-quarters drawing sheet
• Pencils and crayons
• Board or display screen

Assessment

• Observe whether students distribute counters one at a time and create four shares with the same number of objects.
• During partner explanations, listen for accurate use of “equal”, “four shares” and “one quarter”.
• Check the worksheet for four equal parts, a correct representation of the objects and labels identifying each part as one quarter.
• Use the final question to identify students who think any fourth share is a quarter, even when the shares are unequal.

Differentiation

• Support students by working with a smaller group of eight objects first, using four labelled people or picture cards, then repeating with 12 objects. Provide the sentence stem, “Each person has ___, so each share is equal.”
• Use colour-coded plates or sections and physically model the repeated sharing routine: one for each person, then repeat.
• For students needing communication support, allow them to point, count or draw before explaining; pair them with a patient speaking partner and rehearse the sentence together.
• Extend confident students by asking, “What would happen if we shared 8 or 16 counters between four people?” Invite them to predict, model and explain whether the shares remain equal.