In this study preschool, first grade, and sixth grade children played games which assessed ratio-proportionality ability, thought to be a precursor to proportionality ability, thought to be a precursor to equity allocations. The 48 children (eight boys and eight girls from each grade) played a game with one train which had six cars and one train which had two cars. Children were asked to answer the following question: If each car carried one marble, how many marbles did each train deliver to a pile of 24? (48? 20?). In a second session, another experimenter allowed each child to complete two, connect- the-dot tasks within a time limit and then in the experimenter's absence, to allocate six prizes between himself or herself, an unseen same sex peer who had completed three tasks and a peer who had completed one task. Results indicated that although both ratioproportionality ability and the tendency to allocate in response to equity rather than equality of selfishness increased with age, these abilities were not correlated within age groups. Some children with ratio-proportionality ability adhered strongly to a judgment that allocating equally was most just, while several children without the ability to solve ratio-proportionality problems argued cogently for equity, noting that each person could "get as many as he did." Results are discussed in terms of differences in past and present research. Future research dealing with equity allocations may profit from anonymous allocating opportunities, allocating in a triad, and different allocation tasks and age groups.