• ## Introduction – the sharing game

1. Use a grouping strategy to organise students into pairs.
2. Give each pair a set of cards (Resource 1: the sharing game – PDF, 127KBThis link will download a file), 20 counters and one dice.
3. Explain the rules:
• Turn over a card and take that many counters from the pile.
• Roll the dice and share the counters into that many groups.
• If you can share the counters equally, you get 2 points and 1 point if there are any leftovers. Players keep score.
• The winner of the game is the first person to score 10 points.

4. Ask students if they followed the rules of the game. Discuss why rule following is important.

## Exploring sharing – class circle

1. Create a whole class circle with a bright and large container of counters in the middle.
2. Pose the problem:
• I want to share these items with every child in our class, but I don’t know how to share!

• What does 'sharing' look like?
• Where have you seen sharing in our classroom, playground, home or community?

## The look and feel of different sharing scenarios – Class T chart

1. Draw three T Charts on chart paper labelled Choice 1, Choice 2 and Choice 3.
2. Carry out the following sharing scenarios one at a time. Following each scenario, ask:
• What does this look like?
• What does this feel like?

3. Record responses on the relevant T Chart.

### Sharing scenarios

• Unequal sharing (choice 1). Randomly hand out counters. Ensure there is an unfair distribution with some students getting no counters, some getting a small pile, and some getting a large pile.
• Equal sharing (choice 2). Share the counters evenly between every student.
• No sharing (choice 3). Keep all the counters in your container and hold it to your chest, without sharing, before you sit down.

### During scenario 1 and 2

1. Invite students to guess the number of counters they have before counting them.
2. After they count, students discuss whether their estimate was a ‘good’ one.
3. Allow time for students to compare their piles to those around them.

### At the end of scenario 3

• What might I have been thinking or feeling during Choice 3 to make me choose not to share?
• When might it be a good idea not to share? (for example, something that is dangerous or something that doesn’t belong to you).

2. Display the three class T Charts in the classroom.

## Sharing preferences – individual T Charts and group problem-solving

This activity may contribute to student portfolios.

1. Use a grouping strategy to organise students into groups of five.
2. Give each student in the group a different coloured crayon or pencil.
3. Each student uses pictures and words to describe what sharing looks like and feels like to them.
4. Give the following instructions:
• Label your T Chart with your sharing choice – Choice 1, Choice 2 or Choice 3.
• You can only use the crayons or pencils your group has been given.
• Talk about the best way to share your crayons and pencils.

5. Display completed T Charts in the classroom organised by choice. Choice 1 in one row, Choice 2 in another and Choice 3 in another.
6. Ask each group to share how they solved the problem of making sure every group member had the materials they needed.
7. Ask students to reflect on their contribution to sharing resources

## Reflection – Class pictograph and ten frame sharing

This activity may contribute to student portfolios.

1. With students, count aloud the number of students who preferred Choice 1 and record on the board. Repeat the process with Choice 2 and 3.
2. Create a whole class pictograph on chart paper using adhesive dots to represent each person.
• Title: How we choose to share
• X-Axis Label: Number of students
• Y-Axis Label: Unequal sharing, Equal sharing, No sharing.

3. Display the pictograph in the classroom.
4. Discuss the patterns they see using prompts such as:
• What is the most popular choice?
• What is the least popular choice?
• Why do you think this?
To support students, introduce the phrase: I think... because...

5. Discuss the preferred sharing option of the class and discuss if they choose to share this way in different contexts (eg: at school, at home, with friends) and why.
6. Distribute Resource 2: ten frame sharing template (PDF, 102KB)This link will download a file to students
8. Students complete the template as instructions are being read.

## Extension – group decision making

1. Use a grouping strategy to organise students into groups of four.
2. Give each group:
3. Give students the following instructions:
• You already have counters on your ten frame (we are calling the dots counters).
• Share the counters among you, one student at a time, until each of you has 10 counters on your ten frames (including those that are already drawn on their ten frame). If necessary, encourage students to count aloud as they are given counters.
• Count how many counters you were given and write it down.

4. Model to students how to write a number sentence. For example, I had 3 counters on my ten frame and was given 7 counters 3 + 7 = 10
5. Students write a number sentence of their ten frame.
6. Students return the counters to the container.
7. Give students the following instructions:
• Share the counters, one for each student at a time, until all counters in the container have been shared evenly between all students.
• Count how many counters you have in total, including those already drawn on your ten frame. Write it down.
• Compare how many counters each group member has.

• Which was the better sharing option? Why/Why not?
• Giving everyone a different number of counters so everyone has the same in the end or
• Giving everyone the same.

• Was each sharing option good or bad? Why/Why not?
• Was each sharing option right or wrong? Why/Why not?

### Ideas for extending mathematical understanding

• Students write a number sentence for each ten frame at their desk (using addition and subtraction). For example, 3 + 7 = 10 and 10 − 7 = 3.
• Students arrange their counters into equal groups of objects and describe what they have made. For example, ‘Two and two and two and two, and two, then ‘5 groups of 2’, and later ‘five 2s’.

### Teacher tip

Explain the difference between equal and fair and invite students to arrive at a definition of ‘fair’.

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