AC9MFN06 • Foundation Maths

AC9MFN06: Represent practical situations that involve equal sharing and grouping with...

represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies

Topic GuideClassroom ViewWorksheetPracticeTest
🎯 Learn the key ideaStart here

Learning intention: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.

Success looks like: Make a fair share; Check equal amounts; Make equal groups; Describe groups and group size; Explain an unfair share.

Learning routine: Share one each → Check equal → Count each → Group → Explain → Check

Explain, check and applyReason

Sharing and grouping ask different questions

Share 8 counters equally between 2 mats: find how many on each mat. Then make groups of 2 from 8 counters: find how many groups. The same collection can answer different questions.

Name what the answer counts

Share 8 between 2 mats. Then arrange 8 in groups of 2. What does 4 mean in each case?

Answer and teaching guidance

Sharing: 4 counters on each mat. Grouping: 4 groups, with 2 counters in each. Say the unit with the answer.

Repair an unequal share

One mat has 4 counters and another has 2. Move counters to make equal shares without changing the total.

Answer and teaching guidance

Move one from the group of 4 to the group of 2. Each mat now has 3, and the total stays 6.

Notice a leftover

Share 5 whole counters between 2 mats, one at a time. Can you use all five and give both mats the same number?

Answer and teaching guidance

No. Two on each mat leaves one counter. Moving that last counter between mats does not make equal shares. Keep counters whole; fractions are not required.

Ready to move on

Use 6 counters. Show equal shares between 3 people, then make groups of 3.

Answer and teaching guidance

Each person gets 2 in the sharing task. There are 2 groups of 3 in the grouping task. Check both the number of groups and the number in each.

👀 Model and worked examplesLearn

Share fairly and check

SHARE 8 BETWEEN 4
A: ● ●
B: ● ●
C: ● ●
D: ● ●

Each person gets 2.

GROUP 9 IN GROUPS OF 3
● ● ● | ● ● ● | ● ● ●

3 equal groups of 3.

CHECK

Count each share or group. If the amounts are different, the share is not equal.

Think aloud: Build or point to the model first, explain what each part shows, then state the answer.

Fair or unfair?

A: ● ● ●
B: ● ●

This is not an equal share. With 5 whole objects, give 2 to each person and leave 1 aside. Moving one between the shares cannot use all 5 and make the shares equal.

📚 Key words4 words

equal

the same amount

share

give out objects fairly

group

a set of objects together

group size

how many objects are in each group

🧠 Try it in different waysApply

1. Name what the answer counts

Share 8 between 2 mats. Then arrange 8 in groups of 2. What does 4 mean in each case?

2. Repair an unequal share

One mat has 4 counters and another has 2. Move counters to make equal shares without changing the total.

3. Notice a leftover

Share 5 whole counters between 2 mats, one at a time. Can you use all five and give both mats the same number?

⚠️ Common mistakes and fixesFix errors
  • Shares in chunks: Deal one item to each recipient in turn.
  • Confuses groups with items per group: Ask both: “How many groups?” and “How many in each?”
  • Does not check equality: Count every share at the end and compare.
✅ Quick checkCheck
  • Share 6 counters equally between 3 people. How many each?
  • Make 2 equal groups from 8 objects. How many in each group?
  • Is 3 counters and 2 counters a fair share? Why?
  • Show another equal grouping for a collection you choose.

Ready for Practice when: Make a fair share; Check equal amounts; Make equal groups; Describe groups and group size; Explain an unfair share.

📝 Revision NotesRemember
  • Main idea: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
  • Useful routine: Share one each → Check equal → Count each → Group → Explain → Check
  • equal: the same amount
  • share: give out objects fairly
  • group: a set of objects together
  • group size: how many objects are in each group
  • Best self-check: explain one new example without copying the worked model.
🇦🇺 Australian Curriculum coverageE1–E3

Content description: represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies

These are curriculum teaching examples used as a breadth check, not separate mandatory outcomes.

First Nations teaching guidance: Use a locally appropriate, community-approved source; name the relevant Peoples and Country/Place; respect cultural authority and permissions; and do not present one example as universal across First Nations Australians.

E1

using materials to role-play equal sharing; for example, sharing pieces of fruit or a bunch of grapes between 4 people and discussing how you would know they have been shared equally; when playing card games where each player is dealt the same number of cards, and counting the number of cards after the deal to ensure they have the same amount

Teaching example: Deal 8 cards to 4 players, one each in turn. Count every share to verify that each player receives 2.

E2

representing situations that involve counting several items; for example, 9 beads or 6 \$1 coins, and sharing them equally between 3 people by subitising or counting each group by ones to decide how many beads or coins each person will receive

Teaching example: Share 9 beads between 3 mats, then separately make groups of 3. Ask what each answer counts: beads per mat or number of groups.

E3

exploring instructive games of First Nations Australians that involve sharing; for example, playing Yangamini of the Tiwi Peoples of Bathurst Island to investigate and discuss equal sharing

Teaching example: Use an authorised explanation of Yangamini from the Tiwi Peoples. Follow the source and permissions when exploring its sharing actions.

Teacher resource

AC9MFN06 fixed teacher slides

The authored presentation uses the same models, vocabulary and checks as this lesson.

Open Classroom View
🎥 Optional Video Lesson

The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.

Back to the lesson

Before you watch:

  • Pause after each worked example.
  • Try the examples yourself.
  • Return to the SkillrHub lesson before continuing.
Recommended: Grouping and Sharing | Numbers | Y1 Maths | FuseSchool Kids

FuseSchool Kids — Making equal groups by sharing objects.

As you watch: How can you check that each group has the same number?

Load video player Loads YouTube in this lesson. See the video notice below.

Try it: Share six counters between two toy animals, one counter at a time. Count each group to check it is fair.

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Curriculum equivalents: Victoria, NSW and international

Curriculum equivalents for Represent practical situations that involve equal sharing and grouping with...

Mapped skill: represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

RegionCurriculum frameworkClosest level or code
AustraliaAustralian Curriculum v9.0AC9MFN06 · Foundation
VictoriaVictorian Curriculum F–10 Version 2.0 — MathematicsVC2MFN06 · Foundation
New South WalesNSW Mathematics K–10 Syllabus (2022)MAE-FG-02 · Early Stage 1
United States (USA)Common Core State Standards for MathematicsKindergarten
Canada (Ontario)Ontario Curriculum — MathematicsKindergarten
United Kingdom (England)National Curriculum in England — MathematicsYear 1, Key Stage 1
IndiaNCERT / CBSE — MathematicsFoundational Stage / Balvatika 3

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

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