N&A3 Students participate in activities related to equal distribution of amounts.
Teaching Strategies
Touch cues »Take up time »
Questioning »
Correcting errors »
Attribute meaning »
Modelling »
Contingent responding »
Independent practice »
Incidental teaching »
Strategic pausing »
Prompting »
Shaping »
Explicit teaching »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Food itemsPlates, cups etc.
Paint brushes
Assessment Record
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Early Stage 1 Outcome 2012 NES 1.3 Groups, shares and counts collections of objects, describing using everyday language and records using informal methods. WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating) WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting)

Early Stage 1 Outcome 2015 MAe1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems. MAe6NA Groups, shares and counts collections of objects, describing using everyday language and records using informal methods.

Life Skills 710 Outcome 2015 MALS11NSA Selects and uses strategies for multiplication and division
HSC Life Skills 1112 Outcomes 2007 2.1 Demonstrate knowledge and understanding of addition, subtraction, multiplication and division processes. 
Framework Indicators
 Engages with activities related to sharing of an equal number of objects.
 Engages with activities related to sharing of an unequal number of objects.
 WM Shares items equally
Teacher Language
Give an instruction
‘Lets share the….’.
‘It is now your turn to share.’
Make a Statement.
‘This is your …..’.
‘This is my ……’.
‘ We have shared the …..’.
‘We have the same amount’.
‘We have shared the ….. equally but we have some left over’.
Ask a question
‘Whose ……..is that?’
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.
Engages with activities related to sharing of an equal number of objects
The teacher will model how to distribute an equal number of items between two people e.g. lollies. Teacher states ‘SN lets share the lollies. That is your lolly, this is my lolly.’ Continue until all lollies are distributed equally. Teacher states ‘We have shared the lollies. We have the same amount’. Teacher then states ‘SN it is now your turn to share.’ Guide the student as necessary, using questioning when needed. e.g. ‘Whose lolly is that?’
Once student is able to distribute in equal amounts between 2 people, move onto three or more people.
Engages with activities related to sharing of an unequal number of objects
It is a prerequisite that students have achieved the above goal before progressing onto the distribution of unequal numbers.
The teacher will model how to distribute an unequal number of items between two people resulting in items being left over e.g. lollies. The aim is for students to identify there are left over items and to stop when the distribution can no longer be equal. Teacher states ‘SN lets share the lollies. That is your lolly, this is my lolly.’ Continue until lollies can no longer be distributed equally. Teacher states ‘We have shared the lollies equally but we have some left over’. Teacher then states ‘SN it is now your turn to share.’ Guide the student as necessary, using questioning when needed. e.g. ‘Whose lolly is that?’
Once student is able to distribute in equal amounts between 2 people, with left overs, move onto three or more people.