Learning intention
- represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
Foundation Mathematics · AC9MFN06
Share and group objects equally
Make fair shares and equal groups, then check each group has the same amount
Ready to project and teach
Learning goalsStart here
Australian CurriculumExact wording and teacher focus
Curriculum
- represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
Worked examplesWe do
Clean one-page examples
AC9MFN06 - AC9MFN06: Represent practical situations that involve equal sharing and grouping with...
Example 1
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 Learning connection: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
Example 2
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 Learning connection: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
Example 3
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 Learning connection: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
Example 4
Share fairly and check: SHARE 8 BETWEEN 4 A: ● ● B: ● ● C: ● ● D: ● ● Each person gets 2. GROUP 9 INTO 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.
More examplesBuild understanding
Elaboration expansion and examples 1
- 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 Learning connection: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
Elaboration expansion and examples 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 Learning connection: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
- 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 Learning connection: A fair share gives each person the same amount, and equal grouping makes groups with the same number of items.
Elaboration expansion and examples 3
- Share fairly and check: SHARE 8 BETWEEN 4 A: ● ● B: ● ● C: ● ● D: ● ● Each person gets 2. GROUP 9 INTO 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. Move one object or start again by dealing one at a time.
Teach, ask and checkTopic-aligned
AC9MFN06 · AC9MFN06: Represent practical situations that involve equal sharing and grouping with...
Learning focus: represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
Model it: Share fairly and check: SHARE 8 BETWEEN 4 A: ● ● B: ● ● C: ● ● D: ● ● Each person gets 2. GROUP 9 INTO 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.
Ask the learner: Share 6 counters equally between 3 people. How many each?
Look for: The learner can represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Exit ticketReview and assess
Assessment-style questions and review hints 1
Questions
- Share 6 counters equally between 3 people. How many each?
- Make 2 equal groups from 8 objects. How many in each group?
Review hints
- 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
Assessment-style questions and review hints 2
Questions
- Is 3 counters and 2 counters a fair share? Why?
- Show another equal grouping for a collection you choose.
Review hints
- equal: the same amount
- share: give out objects fairly
Exit ticket
- 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.
Curriculum alignmentVictoria · NSW · International
Mapped skill: represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9MFN06 · Foundation |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2MFN06 · Foundation |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MAE-FG-02 · Early Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Kindergarten |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Kindergarten |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 1, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Foundational 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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