do now new learning...lesson 5: division as sharing key learning: to share a total equally between a...

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Year 1 Unit 15: Multiplication and division Lesson 5: Division as sharing

Key learning: To share a total equally between a set number of groups

Lesson overview Introduce sharing. Explore sharing equally (and unequally as a non-example).

It is useful to develop pupils’ part-whole understanding in the context of sharing, as this will be built upon

in Year 2; however, pupils may struggle to identify the number of ‘parts’, confusing this with the size of the set once it has been shared. It is important to talk about what the parts represent, e.g. in a question about 12 strawberries being shared equally between three bowls, the parts on the part-whole model represent the three bowls. The 12 strawberries begin in the whole, and we share them equally between the parts, which represent the bowls. Now there are four strawberries in each part. Key vocabulary equal share fair equally groups Sentence structures I shared ten into two equal groups. There are five counters in each group. Resources baskets apples counters or cubes cake cases task sheets 5a and 5b By the end of this lesson ALL pupils must be able to: share a total equally between a set number of groups using concrete manipulatives.

Do Now

Finding half of a number

Pupils find half of each number shown on IWB slide 1 by sharing cubes into

two groups.

New Learning

Introducing sharing

Explain ‘sharing’. Invite three pupils to the front of the classroom and explain that you have six bananas to give them. Give one of the pupils three bananas, another pupil two bananas and the third pupil one banana. ? Have I shared the bananas fairly? Give one pupil four bananas and the other pupils one banana each. ? Is this fair? Why? Why not? Invite pupils to explain why they think it is not fair. Invite ideas from pupils about how to distribute the bananas fairly and give each pupil two bananas. Establish that bananas have been shared equally when each pupil has the same number of bananas. Explain that in this lesson you will be sharing objects equally into different groups. Show eight apples and four baskets. ? How can we share the apples equally between the four baskets? We need to have the same number in each basket. Explain that when we share fairly, we call it division. Model putting one apple in each basket and repeat this process, adding one more apple to each basket in turn until all eight apples have been distributed between the four baskets.

Repeat with more examples using concrete objects, e.g. sharing ten pencils between five pencil pots, filling each pot with one pencil first, then adding another pencil until they have all been distributed. Check that pupils agree that it is fair, i.e. all pots have the same number of pencils. Model sharing unfairly by putting more than one object in a group, and get pupils to correct this. Emphasise the importance of putting one object in each group, then repeating if there are any left over. Role play the Talk Task with another adult or pupil.

Transition: Call and response doubling numbers 1-10


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Talk Task

Sharing equally between groups - Task sheet 5a

Give pupils counters and paper cake cases.

Pupil A selects a card showing a pictorial representation of the apples

shared into a set number of groups.

Pupil B counts out the relevant number of counters and sets out that

number of groups using the cake cases. They then

place the counters into the cake cases, one by one,

alternating between cake cases, until all the counters

have been distributed.

Pupil A states how many counters are in each case.

Develop Learning

Sharing equally between groups

Show the image of eight strawberries on IWB slide 7.

Explain that we are going to share them equally between the two

groups, which we can also call division.

Invite a pupil to lay out two paper plates. Use eight cubes to represent

the strawberries, ensuring pupils express verbally that one cube

represents one strawberry. Place one cube at a time on each plate

alternately until all the strawberries have been shared. Model

representing this pictorially on a part-whole model. Draw the

strawberries in the ‘whole’ then one at a time share them by drawing

them in the two parts, crossing out one strawberry in the ’whole’ each

time (IWB slide 8).

Repeat with more examples shown on IWB slides 9 to 12. Each time

model sharing cubes (representing strawberries) onto paper plates,

then show this pictorially on a part-whole model, drawing attention to

the fact that the number of ‘parts’ is the number of groups we want to

make.

Model the Independent Task.



There are ten apples.

There are two groups.

There are two groups, I am

placing the counters into each

group, one at a time.

There are eight strawberries

altogether. There are two

groups. I place one strawberry

at a time on each plate until all

the strawberries have been

shared equally. There are now

two equal groups with four

strawberries in each.

There are five counters

in each group.






Possible adaptations Scaffold this task by completing the representations for an appropriate number of examples (for some pupils this may mean one to get them started, for others it might mean completing all the representations). Pupils then use concrete manipulatives to physically share the objects, supporting their conceptual understanding of sharing equally. They complete the statements, identifying the number of objects in each group.

Give pupils a word problem and they represent it pictorially,

e.g. There are 15 sweets in a bag and I share them equally between my three friends. How many sweets does each friend get?

Give pupils a number of questions, some of which are completed

incorrectly, either by unequal sharing, or sharing the incorrect number. Pupils identify and correct mistakes.

Ask pupils to share 9, 12 and 14 objects into three equal groups. Which of

the numbers is the odd one out? Why? Can they find any more numbers which would be the ‘odd one out’? Suggested consolidation task

Give pupils 12 counters and ask them to explore sharing them equally into two groups, three groups and four groups.

Independent Task

Exploring sharing equally between groups

Pupils use cake cases and counters to share out the objects according to the

instructions on the task sheet. They then represent this pictorially, crossing off

each image as they draw it in a group. Pupils find how many objects are in

each group once they have been shared equally.

Plenary

Tackling a misconception

Show IWB slide 14.

? Do you agree with what this child is saying? Why? Why not?

Pupils should identify that the chocolates have been divided equally, but that

the statement is incorrect because there are three groups with four chocolates

in each group.



do now new learning...lesson 5: division as sharing key learning: to share a total equally between a...

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