Sharing animal toys
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Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about sharing toys equally.
Some children were sharing their toys.
Task administration:
This task can be completed with pencil and paper or online (with auto marking displayed to students).
Copyright:
Images: CLKER | Public domain
Level:
1
Curriculum info:
Keywords:
Description of task:
Students break amounts into a number of equal sized groups.
Curriculum Links:
This resource can help to identify students' ability to use simple grouping strategies to solve partitive division problems.
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.Answers/responses:
| Y3 (04/2016) | ||
| a) | 3 | very easy |
| b) | 5 | easy |
| c) | 4 | easy |
Based on an online sample of 45 Y3 students.
Diagnostic and formative information:
| Common errors | Likely misconception | |
|
a)
b)
c)
|
6
15
16
|
Writing down the total already given
Students may not share out the toys and simply re-write the original total.
|
|
a)
b)
c)
|
8
18
20
|
Using an incorrect operator
Students add the two numbers rather than divide. They may not know how to manipulate the numbers when sharing out.
They may have misunderstood the question being asked and upon seeing two numbers automatically added them.
|
|
b)
c)
|
7 or 8
8
|
Over-generalisation of halving
Students share toys out between two people only, i.e. they find 1/2 or near to 1/2 of the original set.
|
For a similar Level 1 resource about sharing go to Equal Sharing.
Next steps:
Writing down the total already given
Students may need assistance with reading or interpreting the question.
Provide materials and scenarios where students need to share items out e.g. food, equipment, money, stickers, etc.
Using an incorrect operator
Give students opportunities to use materials to show how to partition objects into equal sized groups.
Students may need practice at interpreting word problems and understanding that 'shared equally' means division.
Give students word problems and have them work individually, in pairs or groups, to record the problem using the correct operator (they do not necessarily need to solve the problem).
Alternatively read out a word problem and students hold up the correct operator (+ and – initially, moving on to x and ÷ as appropriate)
Alternatively read out a word problem and students hold up the correct operator (+ and – initially, moving on to x and ÷ as appropriate)
Making Number Sentences is a Level 2 resource that could be used with individuals, groups or the whole class to practise this skill. For further extension or ideas, Making Number Sentences II and Number Sentences and Story Problems are similar Level 3 resources.
Over-generalisation of halving
Students may need opportunities to use materials to share out objects into groups.
Students may need to explore sharing the same set of objects among various group sizes e.g. 12 shared between 2, 3, 4 and 6.