My Fair Share – Lolly Jars Activity
This is a great resource to introduce the concept of division. Using the coloured resource, students will “fair share” the sweets between the two jars. The black and white resource is a cut and sort activity. Students will cut out the sweets and glue them into the jars showing their knowledge of fair sharing.
Great for individual and group activities.
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Learning goals
- We are learning to solve problems involving modelling addition, subtraction, equal sharing and grouping, using different strategies.
- We are learning to recognise and represent multiplication as repeated addition, groups and arrays and to divide a set of objects into equal sized groups.
- We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
- We are learning to divide a set of objects into equal sized groups to solve simple problems.
- We are learning to use concrete materials or subitising to represent everyday situations that involve equal sharing and grouping.
Curriculum alignment
AC9MFN06
9
Represent practical situations involving equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
AC9M1N06
9
Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
AC9M2A03
9
Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving
AC9M2N05
9
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
ACMNA032
8.4
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-7NA
old
Represents and models halves, quarters and eighths
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA108
Recognise and represent multiplication as repeated addition, groups and arrays
VCMNA114
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction
VCMNA109
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
VCMNA087
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
VCMNA103
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences
VCMNA091
Recognise and describe one-half as one of two equal parts of a whole
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
You could remove or even add sweets for students to share. Rather than cutting out the sweets, counters would also work with this activity.