Quarters of Collections

Overview

In this seventh lesson of “Sharing Halves and Quarters”, students build on sharing collections into two equal groups. They use one-to-one distribution to share collections of up to 20 among four people, recognise one group as one-quarter, and record the result using pictures and numerals.

Learning intentions

• WALT find one-quarter of a collection.
• WALT share a collection equally among four people.
• WALT record how many objects are in one quarter.
• WALT explain that one quarter is one of four equal groups.

Success criteria

• I can make four equal groups.
• I can find one-quarter of a collection.
• I can explain that one quarter is one of four equal groups.
• I can check that all four groups have the same number.

Curriculum links

• Mathematics and Statistics: number, equal sharing and early fractions.
• Mathematics and Statistics: representing mathematical ideas with objects, drawings and numerals.
• Mathematics and Statistics: explaining thinking and checking whether an answer is reasonable.
• Mathsteasers: using higher-order thinking to deepen mathematical understanding and provide challenge for advanced learners.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and connect. Display the opening question slide: “Four friends share 8 strawberries fairly. How many does each friend get?” Students turn and talk, then recall that sharing into two equal groups creates halves. Invite a few students to demonstrate with fingers or counters.

2. 5–15 min · Model one-quarter. Use 12 counters and four labelled hoops or spaces. Explain that each hoop represents one person. Distribute one counter at a time, moving around the four groups until all counters are used. Ask, “Are the groups equal? How do we know?” Record: 12 shared into 4 equal groups gives 3 in each group; one-quarter of 12 is 3. Use the modelling slides to show the collection, four equal groups and the matching numeral sentence. Emphasise that one quarter means one of four equal groups, not simply any group of objects.

3. 15–30 min · Guided practical sharing. Organise students in five groups of four. Give each group counters, four labelled hoops and a distribution mat. Open the practical activity instruction slide and work through collections of 4, 8 and 12 together before students try them. Students share one counter at a time to each hoop, check that the groups match, and say the sentence: “One-quarter of ___ is ___.” Circulate and support counting, touching each object once and matching one person to one group.

4. 30–43 min · Independent recording. Distribute the one-quarter recording worksheet. Students solve picture-supported questions by making or drawing four equal groups, circling one group, and recording how many are in one quarter. Read each question aloud and keep the concrete materials available. Pause after the first example to check that students understand the difference between the whole collection and one quarter of it.

5. 43–53 min · Reasoning challenge. Show collections such as 5, 10, 14, 16 and 20 using the reasoning and challenge slides. Students decide whether each collection can be shared equally among four people. For collections that can be shared, they find one-quarter; for collections that cannot, they explain what is left over. Accept oral, drawn or acted explanations. Ask, “What do you notice about collections that can be shared equally into four groups?”

6. 53–60 min · Share and exit check. Revisit the final reflection slide. Invite students to complete the sentence, “One quarter is…” and share a strategy. Give each student a quick oral or drawn exit prompt: “Show one-quarter of 8. How many are in one group?” Collect responses and note who can make equal groups, identify one group and explain the meaning of quarter.

Resources

• Counters or small classroom objects, at least 20 per group
• Four labelled hoops, plates or drawn circles per group
• Distribution mats
• the quarters of collections slide deck
• the one-quarter recording worksheet
• Whiteboard and markers
• Pencils and crayons
• Numeral cards from 1 to 20
• Small collection cards or teacher-prepared groups of objects

Assessment

• Observe whether students distribute one object at a time and maintain four equal groups. Record names of students needing further support with counting or equal grouping.
• During questioning, check whether students distinguish the whole collection from one quarter and can complete “One-quarter of ___ is ___.”
• Use the exit response to identify students ready to work with larger collections and those who need another concrete sharing experience.

Differentiation

• Support: Begin with collections of 4, 8 and 12. Use concrete objects, four clearly labelled hoops, a distribution mat and guided counting. Model slowly, pointing to each counter and group. Pair students strategically and allow them to explain orally rather than write.
• For dyslexia-friendly access: Teach concrete-first, read all questions aloud, use a clear sans-serif font with generous spacing, display numerals beside quantities or pictures, limit text on each page, and accept drawing, pointing or spoken explanations.
• Language support: Use and repeat the sentence frames “I shared ___ into four equal groups” and “One-quarter of ___ is ___.” Demonstrate each word with objects and gestures.
• Extension: Ask advanced learners to solve quarter-of problems for collections up to 20, find more than one collection with the same quarter, and identify collections that cannot be shared equally into four groups. Encourage them to explain the remainder and justify their thinking.