Class 4 Maths Chapter 5 Sharing and Measuring – Revision Notes

Class 4 Maths Chapter 5, Sharing and Measuring, introduces fractions through the everyday act of sharing food and objects equally. This revision guide summarises the core concepts so you can review the chapter quickly before a test or a homework session.

Last Updated: September 23, 2026

Key Concepts

Fraction: a fraction describes one or more equal parts of a whole. It is written with a top number (how many parts you have) and a bottom number (how many equal parts the whole is divided into).

One-half (½): one of two equal parts of a whole.

One-quarter (¼): one of four equal parts of a whole.

Comparing fractions: ½ is bigger than ¼, because splitting a whole into fewer parts gives bigger pieces than splitting it into more parts. The more equal parts you cut a whole into, the smaller each part becomes.

Adding simple fractions of the same whole: two quarters (¼ + ¼) put together make one half (½), and four quarters put together make one whole.

Where This Idea Comes From

The chapter uses very familiar sharing situations — splitting a chapati, a dosa, a piece of paper, or a plot of land equally among friends or family members — to build the idea of a fraction before introducing the mathematical symbols ½ and ¼. This grounding in a real, physical sharing activity is why the “fold and share” method works so well for revision.

Quick Recap

• If 4 friends share a dosa equally, each friend gets ¼ of it.
• If 2 friends share something equally, each gets ½ of it — always a bigger share than splitting among 4.
• ¼ + ¼ = ½, and ¼ + ¼ + ¼ + ¼ = 1 whole.
• A fraction only makes sense when the parts are truly equal in size.

Worked Examples

Example 1: A garden is divided equally between 2 brothers. What fraction of the garden does each brother own?
Solution: Each brother owns ½ of the garden.

Example 2: A pizza is cut into 4 equal slices and shared among 4 friends. What fraction does each friend get, and what fraction is left after 3 friends have eaten their slice?
Solution: Each friend gets ¼. After 3 friends have eaten, ¼ of the pizza (1 slice) remains.

More Worked Examples

Example 3: A cloth is cut into 4 equal pieces. If 3 pieces are given away, what fraction remains?
Solution: 3 pieces given away = ¾. Remaining = 1 − ¾ = ¼ of the cloth.

Example 4: Two children each get ¼ of a farm. Do they together own more or less than half the farm? Explain.
Solution: Together they own ¼ + ¼ = ½ of the farm — exactly half, neither more nor less.

Common Mistake to Avoid

Assuming more pieces always means a bigger share — the opposite is true: the more equal parts a whole is divided into, the smaller each individual part becomes. Students sometimes think ¼ is bigger than ½ simply because 4 is a bigger number than 2; remembering the physical sharing picture (more people sharing one roti means smaller pieces) fixes this quickly.

Frequently Asked Questions

Why must the parts be exactly equal for a fraction to be correct?
A fraction like ½ only makes sense if both parts are truly the same size — unequal parts can’t be labelled with a single fraction, since one “half” would really be bigger than the other.

How can fractions be practised using real food at home?
Cut a chapati or roti into 2 or 4 equal parts and ask which share is bigger, connecting the physical pieces to ½ and ¼ before writing the fraction symbols.

Does this chapter cover fractions other than half and quarter?
No — Chapter 5 focuses specifically on halves and quarters as a first introduction; fractions with other denominators (thirds, fifths, and so on) are built up gradually in later chapters and classes.

How can a parent quickly test if their child has understood this chapter?
Ask them to physically share a snack between 2 people, then between 4 people, and name the fraction each person gets each time — if they can do this correctly and explain why the 4-person share is smaller, the core idea is understood.

What is the connection between this chapter and money or time later on?
The same equal-sharing logic used here for fractions of a whole reappears when dividing money equally among people or splitting an hour into halves and quarters (30 minutes, 15 minutes) in later measurement topics.

Full walkthrough: Extra Questions for Chapter 5.

Written by Satish

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