Fractions First Steps

Overview

Students begin a 12-lesson unit by using concrete materials to understand that fractions show equal parts of a whole. They identify how many parts are shaded or counted and link this to the idea of numerator and denominator.

Learning intentions

• Students will explore how to split a whole into equal parts using physical materials.
• Students will describe fractions using the language of “equal parts” and “whole parts”.
• Students will explain what the numerator and denominator mean in simple fraction models.
• Students will represent fractions with drawings, words, and simple fraction notation.

Success criteria

• I can make a whole into equal parts and show one or more of those parts.
• I can tell which part number is the fraction’s numerator and which number is the denominator.
• I can match a shaded model to a fraction name and simple symbol.
• I can explain my thinking using “equal parts” and “how many” language.

Curriculum links

• Number and algebra: Using fractions as numbers, recognising and representing them using models and diagrams.
• Number and algebra: Comparing and ordering fractions using common denominators (developing the idea through equal partitioning).
• Mathematical reasoning: Explaining and justifying choices using drawings, materials, and words.
• Problem-solving: Checking that parts are equal and revising models if they are not.

Lesson structure (45 minutes)

1. 5 – Welcome and fraction challenge: Show a paper circle and ask: “How can we share this fairly so each person gets the same amount?” Students make suggestions and quickly model with quick turns using their hands or a few sample pieces.
2. 10 – Hands-on “equal parts” stations: In small groups, students use paper strips, fraction circles, or snap cubes to divide a whole into 2, 3, or 4 equal parts. They record how many equal parts they made and what “equal” looks like (same size, same shape, same amount).
3. 8 – Whole parts and shading: Teacher models with one set: for example, split into 4 equal parts, then shade 1 part. Students replicate on their worksheet by shading 1 out of 4 and stating the fraction using words (e.g., “one out of four”).
4. 7 – Numerator and denominator meaning: Use a labelled visual with two numbers. Students match labels to the model: denominator = number of equal parts in the whole; numerator = number of parts being counted/shaded. Students practise verbally in pairs using sentence frames: “The denominator tells me… The numerator tells me…”
5. 10 – Guided practice: build and match: Students rotate through a short set of tasks (teacher-led check-ins each round). Task types: (a) shade a given fraction using materials, (b) identify a fraction for a shaded model, (c) draw a simple fraction diagram (circle or strip) for a given “one out of …”.
6. 3 – Whole-class share: Invite 2–3 students to demonstrate one model and explain denominator/numerator in their own words.
7. 2 – Exit ticket: Each student completes one final item: “Shade 2 out of 3 equal parts” and writes the fraction name (and numerators/denominators in short form, e.g., numerator ___, denominator ___).

Resources

• Paper fraction circles and/or paper strips (clearly pre-marked as wholes)
• Scissors and glue or pre-cut sets (for dividing into equal parts safely)
• Coloured counters or pencils for shading parts
• Numicon-style pieces, snap cubes, or tangram-like tiles to support “equal parts”
• Teacher fraction model cards (2/3/4 equal parts) with “denominator” and “numerator” labels
• Student worksheet: equal-parts recording table and model-matching section
• Sentence frames for explanation (e.g., “The denominator tells me…”)
• Exit ticket slips and pencils
• Timer and group rotation cards

Assessment

• Teacher observation during station work: Are students creating equal parts, and are they shading/counting the correct number of parts?
• Worksheet and exit ticket accuracy: Correct fraction naming and correct identification of numerator/denominator.
• Short oral checks using “equal parts” language and numerator/denominator explanations.

Differentiation

• Support: Provide partially divided templates (circles/strips already split into equal parts) so students focus on shading/counting; use more 2-part models before introducing 3 and 4.
• Support (SEN): Give a smaller set of tasks (e.g., only fractions with denominators 2 or 3) and use tactile materials with clear boundaries.
• Extension: Include a challenge model with denominator 4 where two non-overlapping parts are shaded (e.g., 2/4) and ask students to explain what it means and how they know it’s fair.
• EAL: Provide visual word banks (equal parts, whole, numerator, denominator, out of) and practise sentence frames with partner speaking before writing.