Building Fraction Sense

Overview

This 45-minute lesson introduces Year 5 students to fractions based on the New Zealand Curriculum refresh (nz_nzc_refresh), closely aligning with Australian standards and the SMOKE framework for fractions introduction. The lesson is designed for 20 students and incorporates a hands-on, visual, and collaborative approach to learning fractions, emphasising conceptual understanding consistent with the nz_nzc_refresh priorities for rational numbers at Year 5.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify, read, write and represent fractions with denominators of 2, 3, 4, 5, 6, 8, and 10 in various forms (sets, regions, and number lines).
   (NZC Phase 2-3: Rational Numbers – Year 5; see Te Mataiaho Maths 0-8, Years 5-6)【1: (pages 63-66)†Te Mataiaho Maths 0-8 (2).pdf】【5: (pages 63-66)†Te Mataiaho Maths 0-8 (2).pdf】

2. Understand and explain the relationship between numerator and denominator, and how fractions represent parts of a whole.

3. Use fraction walls and bar models to compare and order fractions involving halves, quarters, and eighths, identifying equivalence and simplest form.
   (NZC focus: compare and order fractions, equivalence, simplest form)【4: (pages 25-27)†NZC Maths Phase 2.pdf】【9: (pages 25-27)†NZC Maths Phase 2.pdf】

4. Count forwards and backwards in fractions and locate fractions on marked and unmarked number lines, supporting automaticity and fraction sense.

5. Find a unit fraction (e.g., 1/5 of 40) and a fraction of a whole number using multiplication or division facts where the answer is a whole number.【1: (pages 63-66)†Te Mataiaho Maths 0-8 (2).pdf】

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Lesson Structure

Time	Activity	Description	Resources	NZC Reference
0-5m	Warm-up & Introduction	Quick talk: What is a fraction? Use everyday examples (pizza slices, chocolate bars). Define numerator & denominator using visual aids.	Large fraction chart, example pictures	Rational numbers, NZC Phase 2 Year 5【5: 63-64】
5-15m	Hands-on Fraction Walls Exploration	Students work in pairs to build fraction walls using colour-coded strips representing halves, quarters, eighths, etc. Discuss equivalences.	Fraction wall sets or printed strips on coloured paper	Compare, order, equivalence, simplest form【1: 64-65】
15-25m	Number Line Fraction Placement	Students place fraction cards (e.g., 1/2, 3/4, 2/5) on a large classroom number line. Discussion about size and ordering fractions by denominator and numerator.	Fraction cards, large number line on floor or wall	Counting forwards/backwards on fractions, number line use【1: 65】【4: 25】
25-35m	Find a Fraction of a Whole Number	Word problem activity: “What is 1/5 of 40?” “Find 3/8 of 48.” Use multiplication and division strategies. Encourage use of bar models to visualise.	Word problem sheets, bar model templates	Unit fraction and fraction of whole number with multiplication/division facts【1: 65】
35-43m	Fraction Addition Introduction	Use fraction walls and bar models to demonstrate adding fractions with the same denominator up to one whole (e.g., 3/8 + 3/8 = 6/8). Visual and symbolic representations.	Fraction wall, whiteboard	Addition of fractions with same denominator, connection with visual models【1: 66】
43-45m	Exit Ticket – Quick Assessment Check	Students complete 2-3 questions individually: identify fraction from picture, place fraction on number line, find a fraction of a number.	Worksheet or whiteboards	Formative assessment for learning objectives【1: 66】

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Detailed Activities

Warm-up & Introduction (5 minutes)

• Use simple familiar objects (e.g., sliced fruit or a paper circle split into parts) to introduce the concept of fractions.
• Teacher writes numerator and denominator with explanations: numerator = number of parts being considered, denominator = total equal parts. Use visual fraction chart.

Hands-on Fraction Walls Exploration (10 minutes)

• Distribute fraction wall strips to pairs.
• Students physically build strips up to one whole, observing how different fractions can show the same size (e.g., 2/4 = 1/2).
• Teacher circulates asking questions: "Do these fractions look the same? Why?"
• Link to simplest form fractions.

Number Line Fraction Placement (10 minutes)

• Introduce a large floor or wall number line (0 to 1).
• Students take turns placing fraction cards on the number line, justifying their choices.
• Discuss fraction sizes related to numerators and denominators.
• Model counting forwards/backwards in fractions.

Finding a Fraction of a Whole Number (10 minutes)

• Present practical word problems using real numbers (e.g., number of pencils, slices of cake).
• Students model the problem using bar models or drawings.
• Solve using multiplication (unit fraction × whole number) or division (whole number ÷ denominator).
• Encourage explanation in own words.

Fraction Addition Introduction (8 minutes)

• Use fraction walls and bar models to show how to add fractions with the same denominator.
• Explain numerator addition, denominator remains unchanged.
• Visuals to link the abstract number symbol to concrete representation.
• Example: 3/8 + 3/8 = 6/8; what does this look like and mean?

Exit Ticket (2 minutes)

• Individually answer:
  1. Identify fraction shown in picture (circle divided into equal parts, some shaded).
  2. Place 3/4 and 2/5 on a blank number line.
  3. Find 1/4 of 20.
• Collect for quick formative assessment.

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Assessment and Reflection

• Throughout the lesson, teacher observes students’ verbal explanations and engagement with fraction walls and number lines.
• Exit ticket provides quick check of understanding aligned with learning goals.
• Follow-up next lesson can target areas of difficulty like fraction equivalence or addition of fractions with different denominators.

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Teaching Notes

• Keep language clear and consistent, emphasising equal parts and whole concepts.
• Use concrete materials before abstract symbols.
• Encourage mathematical talk: "How do you know this fraction is larger?", "Can you find an equivalent fraction?"
• Differentiate by providing extra support or extension tasks for students needing it.
• Promote use of visual fraction aids so students ‘see’ the fractions, not just compute symbols.

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Curriculum Alignment Notes

• NZC Framework: This lesson aligns with Year 5 outcomes on representing fractions, understanding equivalence, counting fractions on number lines, and fraction operations (addition with same denominators), all detailed in Te Mātaiaho Maths 0-8 and NZC Maths Phase 2 & 3 documents【1: 63-66】【4:25-27】【5:63-66】【12:26】.
• Skills target key competencies like thinking (problem-solving with fractions), and using language, symbols, and texts (reading, writing fractions).

This lesson translates NZC rational numbers learning into clear, age-appropriate activities that introduce and build foundational fraction knowledge for a Year 5 classroom in Australia, preparing students for more advanced fraction topics.

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If you want, I can also provide printable worksheets or fraction wall templates specifically designed to this lesson.