In the context of a multiplicative problem, our study investigated young children's ability to visualise and draw equal groups. This paper reports the results obtained from 18 Australian children in their first year of school (age 5-6 years). The task "12 Little Ducks," taught by their classroom teacher, provoked children to visualise and to draw different solutions. Fifteen children (83%) could identify and create equal groups via drawings; eight of these children (44%) could also quantify the number of groups that were formed. These findings show that some young children can visualise multiplicative situations and can communicate their reasoning of equal group situations through drawing. [This paper is the first in a symposium of three papers. For the second paper, "Investigating Students' Drawings as a Representational Mode of Mathematical Fluency," see ED616197. For the third paper, "Children's Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues," see ED616198.]