Does Fair Always Mean the Same? | Curious Kids
When children say, “That isn't fair!” they are opening a conversation worth having. These two lessons invite children to consider equal shares, different needs, and reasons for a decision.
Ages 5–7: The paper-crown problem
Zuri's class was making paper crowns.
"Everyone gets one sheet of paper," said Mr. Ellis. Zuri folded hers. Malik drew stars on his.
Then Amari's paper tore across the middle. "May I have another sheet?" Amari asked.
"But then he gets two!" said Malik. "We only got one. That isn't fair!"
Mr. Ellis paused. "Amari has two pieces of torn paper," he said. "Can he make the crown he planned?" Malik looked at the tear.
"Maybe he could tape it," Zuri suggested. "Or get another sheet," said Malik. "Then we could all make a crown."
Fair can mean sharing equally. It can also mean helping someone get what they need to join in. We can ask questions before deciding what is fair.
Let's think
Why did Malik think another sheet would be unfair?
What did he notice when he looked again?
Could tape be a fair solution, too? Why?
Try it: Two children want to see over a fence. One can already see over it. The other cannot. Would giving each child the same small step help both see? Draw another solution.
Ages 8–10: The bridge challenge
"Each team gets one supply tray," Ms. Brooks announced. "Your challenge is to build a bridge that holds ten counters."
Imani's team opened its tray: paper, tape, and six craft sticks. Across the table, Devon counted his team's sticks. "Four," he said. "We're missing two."
Ms. Brooks brought his team two more. "That makes sense," Imani said. "Now we have the same supplies."
Later, another team asked for instructions in larger print. "Would that give them an advantage?" Devon wondered.
"The words and the challenge stay the same," Ms. Brooks explained. "Larger print will help a team member read the directions."
Imani thought for a moment. "So fair doesn't always mean everything looks exactly alike."
"Then how do we decide?" Devon asked. That was a question worth exploring.
Three questions about fairness
What is the goal? Sharing a snack equally may call for equal portions. Helping everyone read instructions may call for different print sizes.
What is getting in the way? Missing supplies and hard-to-read directions create different problems.
Does the solution address the problem? Explain how the change helps someone participate while keeping the purpose of the activity.
Different treatment is not automatically fair. Identical treatment is not automatically fair, either. Reasons and circumstances matter.
Investigate a decision
A class has twenty minutes to use its classroom computers. Two students missed yesterday's computer time because they were helping at a school event. Today, they ask for extra time.
Plan A: Everyone gets the same amount of time today.
Plan B: The two students receive some time to make up what they missed.
Give one reason someone might support each plan. What would you ask before choosing? Propose a solution and explain whom it affects. You may suggest a third plan.
Think again: What new information could change your decision?
For grown-ups
Ask for reasons and welcome different workable solutions. Look for a clear goal, relevant questions, and consideration of others. Ask what help someone needs instead of assuming. Children do not need to disclose personal needs to discuss the examples.
Both downloads are free. Print on US Letter paper at 100% / Actual Size. Read aloud or accept spoken or dictated answers as needed. The younger version has two pages; the older version has three.
These stories are fictional. The illustrations are AI-generated.
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