Show What We Know

Overview

This is the final lesson in Sharing Fairly: Halves and Quarters. Students revisit and demonstrate how a whole can be partitioned into equal parts, share collections fairly, and explain their thinking using materials, drawings or oral language.

Learning intentions

• WALT identify and make halves and quarters.
• WALT share objects equally between people or groups.
• WALT explain our mathematical thinking using words, pictures or materials.
• WALT show what we know about wholes, halves and quarters.

Success criteria

• I can identify and make a half and a quarter.
• I can share a collection fairly so each group has the same amount.
• I can use the words whole, half and quarter correctly.
• I can explain my strategy with words, a drawing or materials.

Curriculum links

• Mathematics and Statistics — Number: partitioning wholes into equal parts and recognising halves and quarters.
• Mathematics and Statistics — Number: sharing collections equally and connecting sharing with early division ideas.
• Mathematics and Statistics — Mathematical communication: representing and explaining thinking with materials, pictures and words.
• Mathsteasers: using higher-order thinking and challenge to deepen understanding for advanced learners.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and recall. Display the opening question and learning intention and ask, “How could we share one sandwich fairly between four people?” Students think, show an idea with their fingers or a quick drawing, and recall that fair shares must be equal.

2. 4–7 min · Model the success criteria. Use a paper circle or classroom object to model a whole, then fold or partition it into two and four equal parts. Refer to the whole, half and quarter examples while explicitly comparing equal and unequal shares. Students repeat the key words and show half or quarter with their hands when prompted.

3. 7–25 min · Three rotating stations. Explain the station instructions using the station rotation instructions. Students work in pairs, with one student joining the teacher conference first; rotate approximately every six minutes so all students experience each task. Students record one example or explanation on the Show What We Know recording sheet.

• Station A — Partition shapes: Students fold, draw or mark circles, rectangles and other familiar shapes into two or four equal parts. They identify each part as a half or quarter and explain how they know the parts are fair.
• Station B — Share collections: Students use counters, cubes or buttons to share collections equally between two or four people. They check that each group has the same number and draw or say what happened.
• Station C — Match mathematical language: Students match pictures and teacher-prepared word cards for whole, half and quarter. They explain one match to a partner and give a real-life example, such as half an apple or a quarter of a piece of toast.

4. During rotations · Teacher conference and demonstration. Confer briefly with each student while the others work independently. Ask the student to make one half and one quarter, share a small collection fairly, and explain the strategy using a preferred mode: oral explanation, drawing or hands-on demonstration. Record whether the student identifies equal parts, shares equally and uses the vocabulary accurately. If needed, revisit halves before asking about quarters.

5. 25–28 min · Share and discuss. Bring the group together and display the discussion and compare-thinking slides. Invite students to show one station response and complete the prompts: “I know it is fair because…” and “A quarter means…”. Compare a correct equal partition with an unequal partition and ask students to justify which one works.

6. 28–30 min · Exit demonstration. Show one shape or collection from the final check slide. Each student privately shows or makes a half or quarter, then tells the teacher or a partner how they know. Collect the completed recording sheet as evidence of learning and celebrate a strategy or explanation from each student.

Resources

• the whole-lesson introduction, modelling, station and plenary slide deck
• the Show What We Know recording sheet
• Paper circles, rectangles and familiar shapes
• Counters, cubes, buttons or small classroom objects
• Small baskets, hoops or paper plates for sharing collections
• Picture cards and word cards labelled whole, half and quarter
• Pencils, crayons and child-safe scissors
• Teacher conference notes or checklist

Assessment

• Observe whether each student partitions shapes into equal parts and distinguishes equal from unequal shares.
• During the conference, check whether each student can make and identify a half and quarter, share a collection equally, and explain their thinking in an accessible mode.
• Use the recording sheet and final demonstration to identify students ready to move on and those needing further practice with equal parts or vocabulary.

Differentiation

• Provide visual prompts showing a whole divided into two or four equal parts, and model each task before students begin.
• Offer choice of oral explanation, drawing, pointing, moving materials or demonstrating; accept home-language rehearsal before English sharing where helpful.
• Use smaller collections and focus on halves first for students who need support; provide one-to-one prompting and physically marked fold lines where appropriate.
• Pair students thoughtfully, use large, easy-to-handle materials, and read instructions aloud for learners with language, attention or fine-motor needs.
• For advanced learners, ask them to design a fair-sharing puzzle with more than one step, such as sharing a collection between two people and then finding a quarter of one share. They must justify the answer with materials, a drawing or words.