Fractions Begin Here

Overview

Today students are introduced to fractions as numbers that describe parts of a whole. They will identify the numerator and denominator in fraction representations using pie charts and fraction bars.

Learning intentions

• Students will recognise a fraction as part of a whole shown by an area model.
• Students will identify the numerator as the number of equal parts shaded and the denominator as the number of equal parts in the whole.
• Students will describe fractions using correct language: numerator, denominator, and “equal parts”.
• Students will connect fraction notation to visuals using pie charts and fraction bars.

Success criteria

• I can point to the numerator and explain what it tells me.
• I can point to the denominator and explain what it tells me.
• I can match a fraction notation (like 3/4) to a shaded model.
• I can explain, using words, what fraction 1 part out of the total means.

Curriculum links

• Identifying and representing fractions as part of a whole using area models.
• Understanding numerator and denominator roles in fraction notation.
• Using mathematical language to explain meaning, not just procedures.
• Communicating reasoning with drawings, words and simple representations.

Lesson structure (30 minutes)

1. 2 min — Hook (visual prompt)

• Show the introduction slides. Display two pictures: one pie where 1 out of 4 is shaded, and one where 2 out of 4 is shaded.
• Ask: “What is the same about both pictures, and what is different?”

2. 6 min — Teach: numerator vs denominator

• On the introduction slides, introduce the roles clearly:
• Denominator = number of equal parts the whole is split into.
• Numerator = number of those equal parts we take (or shade).
• Use a think-aloud as you label a pie and a fraction bar: point to the denominator (total parts), then trace the shaded pieces and name the numerator.

3. 7 min — Guided practice: match model to fraction

• Use the introduction slides to show 3 quick models (for example: 1/2, 1/3, 2/3). For each one:
• Ask students to “Turn and tell” a partner (or silently write if only one student) what the numerator and denominator mean.
• Model how to say it: “The denominator is ___ because the whole is split into ___ equal parts. The numerator is ___ because ___ parts are shaded.”

4. 8 min — Hands-on: fraction bars and pie pictures

• Distribute or display the fractions numerator denominator worksheet (teacher uses it as you go, but it is still the main student record for responses).
• Students complete the first two questions: shade/colour or identify (depending on worksheet design) the numerator and denominator for given visuals using pie charts and fraction bars.
• Teacher circulates (or, with one student, sits beside) and prompts:
• “What does the denominator tell you about the whole?”
• “Which part number is the numerator counting?”

5. 5 min — Quick check and feedback

• Return to the introduction slides and show one model with an intentional common misconception (for example, 2/5 shown but student might say numerator is 5).
• Ask the student to explain what is wrong and correct it using numerator/denominator language.

6. 2 min — Plenary: exit explanation (verbal)

• Ask the student to choose any one fraction shown today and give a 2-sentence explanation:
• Sentence 1: denominator meaning
• Sentence 2: numerator meaning
• Record a brief note on accuracy of language.

Resources

• the introduction slides (covers hook visuals, teaching explanation, guided match examples, and misconception check)
• the fractions numerator denominator worksheet (Year 5 level: identifying numerator/denominator from pie and bar models)
• Coloured pencils or markers for shading/colouring parts on the worksheet
• Fraction bar visuals (can be paper strips or drawn on board) to support equal-part understanding
• Teacher whiteboard or interactive display to annotate numerator/denominator
• Scissors/glue are not required unless worksheet includes cut tasks (check before preparing)

Assessment

• Teacher observation during guided practice: correct identification and explanation of numerator/denominator.
• Worksheet responses: accuracy matching fraction notation to shaded models and correct word explanations.
• Plenary verbal check: student uses denominator and numerator correctly in a short explanation.

Differentiation

• Support (struggling learners)
• Provide extra visual scaffolds: highlight equal parts with the same colour before asking for numerator/denominator.
• Use sentence starters on the worksheet or verbally: “The denominator tells me the whole is split into… The numerator tells me…”
• Offer counting support: “Let’s count the equal slices in the circle/bar first, then count the shaded ones.”
• Extension (advanced learners)
• Add a challenge on the last model (teacher prompts): “Can you describe what the numerator and denominator would be if the whole stayed the same but more parts were shaded?”
• Introduce improper fractions using visuals only if the student is ready: show a model like 5/4 using more than one whole (or an “extra” part) and ask numerator/denominator roles, not mixed-number naming yet.
• Language support / EAL
• Emphasise gestures and pointing: always point to total parts (denominator) first, then shaded parts (numerator).
• Keep wording consistent across the lesson: “equal parts”, “split into”, “shaded/taken”.
• SEN supports
• Reduce working memory load by using one model at a time and keeping the definition anchored on the display (denominator-first routine).
• Allow oral responses in place of writing for one question, then confirm understanding verbally.