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Maths · Years 1-3
How can I teach division as equal sharing?
Share a whole collection equally and connect the model to division.
Download: Equal sharing stories
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Share twelve counters one at a time into three spaces, then connect the total, group count and amount per group.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Can the learner distinguish the number of groups from the number in each group?
What is in the printable?
Use counters or draw dots. Give one item to each group in turn, then check that the groups have equal amounts.
- Share 12 counters equally between 3 boxes. Draw the groups and write the number in each.
- Share 15 counters equally between 5 boxes. Draw or record your result.
- Share 18 counters equally between 3 boxes. Record a division sentence.
- A learner shares 12 as 5, 4 and 3. Explain why this is not equal sharing.
Make it easier or add challenge
More support
Start with six counters between two groups and use a drawn boundary for each group.
More challenge
Compare sharing 12 between 3 groups with making groups of 3 from 12.
What to look for
Can the learner distinguish the number of groups from the number in each group?
Teacher answers and suggested responses
1. 4 in each; 12 / 3 = 4.
2. 3 in each; 15 / 5 = 3.
3. 6 in each; 18 / 3 = 6.
4. The groups have different amounts. Redistribute to 4, 4 and 4 without changing the total.
Further teaching guidance
Related guidance from EP for Schools: How can I help a pupil understand the relationship between multiplication and division?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Can the learner distinguish the number of groups from the number in each group?
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.