Fraction Measuring Start

Overview

In this first lesson of the unit “Measuring Mass and Capacity”, students begin learning that fractions describe equal parts. They link fraction ideas to measurement contexts such as half-full and quarter portions using water, rice, and playdough.

Learning intentions

Students will be able to:

• identify simple fractions as equal parts of a whole (halves and quarters)
• represent halves and quarters using physical materials and simple fraction diagrams
• connect fractions to everyday measurement ideas (for example, half-full containers and quarter portions)

Success criteria

• I can explain what it means to share something into equal parts.
• I can show halves and quarters using physical materials (water, rice, playdough).
• I can match a fraction symbol or fraction picture to an equal-part representation.
• I can communicate my thinking using words like “half”, “quarter”, “equal”, and “whole”.

Curriculum links

• Fractions as equal parts of shapes and collections, including halves and quarters.
• Using measurement contexts to make sense of quantities and representations.
• Using mathematical language to communicate thinking and solutions.

Lesson structure (45 minutes)

1. 0–5 min: Welcome and goal setting Teacher shows a clear container and asks: “If we want an amount that is exactly half, what should we do?” Students share ideas. Teacher introduces today’s focus: halves and quarters made from equal parts.

2. 5–12 min: Whole-class equal-part demo (water) Teacher demonstrates pouring water into a transparent container and creating two equal parts, then four equal parts (using a marked container or visual divider). Students use sentence starters: “It is half because …” / “It is a quarter because …”. Emphasise equal-sized parts.

3. 12–20 min: Fraction scavenger hunt (playdough and cards) Each group receives playdough and fraction cards (half, quarter). Students “build the fraction” by dividing the playdough into equal parts, then placing the correct card next to their model. Teacher circulates, checking that parts are equal (not just “same number of pieces”, but same size).

4. 20–28 min: Rice partitioning (quarter portions) Groups use a measuring scoop or small container to portion rice into equal quarters. They practise: “quarter of a whole collection.” Students record using drawings or place value-style fraction strips (simple bars partitioned into equal sections). Teacher prompts: “Are all the pieces the same size?” and “How do you know?”

5. 28–35 min: Represent and match (fraction to picture) Teacher shows a set of quick images: a half-full container, a quarter-full container, and non-examples (unequal parts). Students vote by showing fingers (2 choices) or using class response boards. Discuss why non-examples are incorrect using “equal parts”.

6. 35–42 min: Collaborative fraction-building (measurement mix) In pairs, students choose one scenario from three picture cards: “half-full”, “quarter-full”, “quarter portion of rice”. They build it with materials and create a simple representation (half/quarter symbol or partitioned diagram). Encourage students to explain their model to a partner.

7. 42–45 min: Close and exit check Each student completes a quick exit: choose the correct fraction card for a teacher-held half or quarter model and state one reason (“equal parts”). Teacher collects evidence for the checklist.

Resources

• Transparent containers (or cups) with clear markings to support halves/quarters
• Water and paper towels
• Playdough and modelling tools (non-sharp)
• Small scoops/containers for rice portions
• Rice (or dry lentils) in trays
• Fraction cards for halves and quarters
• Simple fraction strips or paper with partitioned bars (for drawings)
• Image cards showing half/quarter examples and non-examples
• Student recording sheets or clipboards
• Teacher observation checklist (fraction identification and representation)
• Wipes/surfaces and safety materials (spare paper towels)

Assessment

• Observation checklist during scavenger hunt and collaborative building (can the student form equal halves/quarters, and identify the correct fraction).
• Student explanations during “match and justify” (listening for correct language and reasoning about equal parts).
• Exit check matching a model to a fraction label and giving a brief reason.

Differentiation

• Support: Provide pre-cut or pre-marked containers and fraction strips; use sentence starters and a “check for equal” visual (e.g., side-by-side comparisons).
• Support: Offer smaller steps (start with halving first, then progress to quarters).
• Extension: Students create a “whole” from two quarters or combine two quarter models to show equivalence to a half using physical materials.
• EAL/SEN: Use consistent routine words (“equal parts”, “half”, “quarter”, “whole”) and allow pointing, modelling, and drawing as valid responses alongside speaking.