Primary goal of this study is to analyze to what extent fourth and fifth graders can coordinate number of people sharing and number of things being shared to solve equal sharing problems, and which strategies in the taxonomy established by Charles and Nason they use to provide this coordination. To this aim, 3 partitioning problems were asked to a group of fourth and fifth grade students. They worked on each problem in pairs without any intervention about their solution processes. All papers on which students solved the problems were evaluated to determine partitioning strategies of students. Results showed that (i)regrouping, partition and quantify by part-whole notion, and whole to each person then half the remaining objects between half the people strategies were the most popular strategies, and (ii) only a small percent of fourth and fifth graders could use Class 1 strategies, and this means that they have low abstraction level of fractions.