Share Fairly

Overview

Students investigate equal groups by sharing teddies and counters hands on. They build, check, draw, and explain arrangements, connecting concrete materials with pictures and numerals as expected in the early Years 0–3 mathematics sequence.

Learning intentions

• WALT make equal groups by sharing objects fairly.
• WALT count how many objects are in each group.
• WALT represent one equal-group arrangement with a drawing or numerals.
• WALT explain how we know groups are equal.

Success criteria

• I can share objects so every group has the same amount.
• I can count and check each group.
• I can draw or record my arrangement.
• I can tell my partner how I know the groups are equal.

Curriculum links

• Number — quantities, counting, and representing numbers using materials, pictures, and numerals.
• Number — investigating and describing quantities in meaningful situations.
• Mathematical processes — investigating, representing, connecting, explaining, and justifying.
• Mathematical and statistical thinking — selecting materials, noticing relationships, and communicating reasoning.

Lesson structure (20 minutes)

1. 0–3 min · Hook: Teddy sharing problem. Teacher opens the sharing problem slide and places 6 teddies in front of two toy plates: “Can we share these fairly so each teddy has a home?” Students predict, then take turns placing one teddy at a time into each group.

2. 3–6 min · Model and language. Teacher models making two equal groups with teddies and Numicon, touching and counting each object; introduce “group”, “equal”, “same amount”, and “check”. Students count both groups with the teacher and show thumbs up/down to decide whether the groups are equal.

3. 6–13 min · Sharing challenge. Teacher places children in pairs and gives each pair teddies, bottle caps, and Numicon or bottle-cap Numicon pieces; display the hands-on challenge instructions: “Make 2 or 3 equal groups for the teddies. Choose how many teddies to use. Check every group has the same amount.” Students share one object at a time, count each group, and rearrange if the groups are unequal.

4. 13–16 min · Record one solution. Teacher distributes the equal-groups recording sheet and supports pairs to choose one arrangement to record. Students draw the groups and teddies or use numerals to show how many are in each group, then complete the sentence: “I know they are equal because …”

5. 16–19 min · Partner compare and explain. Teacher uses the compare-and-explain prompt slide and asks pairs to compare with another pair: “What is the same? What is different? How do you know both solutions are equal?” Students show their records, count together, and explain their thinking using the sentence stem.

6. 19–20 min · Plenary check. Teacher displays the final quick-check slide with two small groups, one equal and one unequal. Students identify which is fair, explain why, and hold up the matching number of fingers for each group.

Resources

• the Share Fairly slide deck
• the equal-groups recording sheet
• Toy teddies or teddy counters
• Small plates, hoops, or trays for groups
• Numicon pieces
• Bottle caps
• Bottle-cap Numicon pieces, if available
• Pencils and crayons
• Floor or table space for paired investigation

Assessment

• Observe whether students distribute one object at a time and count each group accurately. Ask, “How can you check that the groups are equal?”
• Listen for students using “same amount”, “equal”, and “group” when explaining. Notice whether they can identify and correct an unequal arrangement.
• Use the final quick check and worksheet to identify who can represent an equal grouping and justify their answer. Keep records of students needing further practice with one-to-one counting or comparing quantities.

Differentiation

• Support students by beginning with two groups and a small quantity, using hoops or plates as clear boundaries, and modelling one-to-one sharing. Provide the sentence stem, “They are equal because each group has ___.”
• Pair students strategically. Allow students to touch and move each object while counting, and accept oral explanations, pointing, or a drawing where writing numerals is still developing.
• For students ready for challenge, invite them to make a different equal arrangement using the same total, or to make three equal groups and explain what changed.
• Use visual demonstrations, gestures, repeated key words, and partner rehearsal for English language learners. Provide uncluttered materials and an adult-supported space for students who need help with turn-taking, attention, or fine-motor tasks.