Do Now New Learning...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
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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
Transition: Call and response doubling numbers 1-10
information please see our terms and conditions at www.mathematicsmastery.org/terms-and-conditions.
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
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.
Transition: Call and response doubling numbers 1-10