Fractions and Decimals Review

Overview

Today’s lesson (lesson 11 of 12) helps students consolidate key ideas about fractions and decimals through guided practice and a short, low-stakes assessment-style review. They will prepare for the upcoming assessment by checking their understanding and identifying what to practise next.

Learning intentions

Students will be able to:

• recognise and name common fractions (including halves, quarters, thirds, and fifths) and explain what the numerator and denominator show
• represent fractions and decimals using models (area, number lines, and sets) and connect equivalent representations
• compare and order fractions and decimals using strategies and reasoning
• use fraction/decimal language accurately when justifying answers

Success criteria

I can…

• correctly represent a given fraction using a model and explain the meaning of the numerator and denominator
• place fractions (with common denominators) and decimals (to one decimal place) on a number line or compare them using benchmarks
• identify equivalent fractions and write a fraction/decimal representation that matches a model
• explain my reasoning clearly using correct mathematical vocabulary

Curriculum links

• Fractions: interpreting the meaning of numerator and denominator and using common fractions in everyday and mathematical contexts
• Number: comparing, ordering, and locating fractions and decimals on number lines and using benchmarks (such as 0, 0.5, 1.0)
• Measurement and geometry connections: using visual representations to reason about parts of wholes (area/sets)
• Mathematical communication: using appropriate terms and explaining strategies

Lesson structure (45 minutes)

1. 3 min — Warm-up retrieval (whole class) Students quickly answer 3 teacher prompts on the board (e.g., “What fraction is shaded?”, “Which is bigger: 0.3 or 0.5?”, “Where does 1/2 sit on a number line?”). Teacher listens for vocabulary and representation choices.

2. 8 min — Whole-class model review (fractions to decimals connection) Use two visual displays: a fraction area model and a corresponding decimal representation (e.g., shaded halves and 0.5; quarters and 0.25; tenths model for decimals). Teacher explicitly connects ideas:

• fractions represent equal parts of a whole
• decimals represent tenths/hundredths as a place-value idea
• common fractions can match decimals when denominators align with tenths (and when models show equivalent value)

3. 10 min — Skill stations (small groups, teacher rotates) Set up 3 stations; groups rotate after 10 minutes total is completed across the class.

• Station A: Fraction models and naming (students shade and name halves/thirds/quarters/fifths; explain numerator/denominator)
• Station B: Number line placement (place given fractions and decimals to one decimal place; check with a peer)
• Station C: Compare and order (use cards: e.g., compare 1/2, 0.4, 0.5; order three quantities; justify with a number line or benchmark) Teacher rotation targets students who need language support or clearer strategies.

4. 10 min — Worked examples with think-alouds Teacher models 2 examples slowly, with students contributing steps. Example prompts:

• “This model shows 3 out of 5 equal parts. What fraction is it, and what decimal is closest to it on a tenths number line?”
• “Which is greater: 3/4 or 0.7? Show on a number line or use a benchmark.” Emphasise strategy choice (benchmarks like 0.5, 1, and comparison by equivalent fractions/number lines).

5. 11 min — Assessment-style practice (individual, low stakes) Students complete a short set of 6 questions on paper (or mini-response sheets), similar to what will appear in the assessment. Suggested mix:

• 2 fraction questions using models (identify and/or shade a fraction)
• 2 comparison/ordering questions involving fractions and/or decimals to one decimal place
• 1 number line placement question
• 1 reasoning prompt (“Explain how you know.”) Teacher circulates and marks for feedback rather than a grade.

6. 3 min — Share and self-check Students swap with a partner to check using a simple teacher-made key and sentence starters (e.g., “I agree because…”, “I changed my answer because…”). Students highlight one question they want to practise next.

Resources

• Fraction and decimal area model templates (halves, thirds, quarters, fifths, plus a tenth grid)
• Number line cards (0 to 2 with marks for tenths where appropriate)
• Student response sheets (6-question review)
• Comparison/ordering card sets (fractions and decimals to one decimal place)
• Coloured pencils or counters for shading equal parts
• Station instructions (one page per station)
• Sentence starters for explanations (e.g., “The numerator tells me…”, “I know because it is closer to…”)
• Teacher answer key and observation checklist

Assessment

• Teacher observation during stations: correct fraction naming, accurate representation, and use of vocabulary
• Marking of the 6-question assessment-style practice for misconceptions (e.g., confusing numerator/denominator; placing decimals incorrectly)
• Student self-identification of one learning goal for the next lesson/assessment preparation

Differentiation

• Support:
• Provide partially completed models (e.g., a whole divided into equal parts) and number lines with extra anchor points (0.5, 1.0)
• Use verbal prompts for numerator/denominator meaning and provide a model word bank (“parts”, “equal”, “whole”, “tenths”)
• Allow students to use counters/cut-out fraction pieces to build first, then record answers
• Extension:
• Include one “closest to” challenge (choose the nearest decimal to a fraction on a tenths number line)
• Ask students to generate an equivalent fraction for a given fraction (within common denominators) and connect it to a decimal value
• EAL learners:
• Provide sentence starters and allow demonstration with models before writing
• Use consistent language for comparisons (“greater than”, “less than”, “about”, “close to”)
• SEN:
• Shorten tasks into smaller steps at stations (one operation at a time) and focus on correctness of representation and placement before adding ordering demands

Assessment Preparation Review

(Teacher note: This is lesson 11 of 12; keep pacing so the individual assessment-style practice is completed fully and students finish with a clear next-practice focus.)