Fractions with Polygons

Overview

In this lesson, students learn that fractions represent equal parts of a whole length, and they practise recognising and creating halves, quarters and eighths. They use Polygon Mathigon as a visual and interactive tool, alongside hands-on paper folding and drawing.

Learning intentions

Students will:

• create and recognise halves as part of a whole length
• create and recognise quarters as part of a whole length
• show that repeated halving makes eighths
• explain using words like “half”, “quarter”, “eighth” and “equal parts”

Success criteria

I can:

• split a length into 2 equal parts and name each part “a half”
• split a length into 4 equal parts and name each part “a quarter”
• split a length into 8 equal parts by halving twice and name each part “an eighth”
• use Polygon Mathigon to colour equal polygon/strip sections and check my work

Curriculum links

• MA1-GM-03: Students create and recognise halves, quarters and eighths as part measure of a whole length
• Geometric measure B (Stage 1): repeatedly halve lengths to form eighths

Lesson structure (60 minutes)

1. 0–5 min · Hook (whole-class). Teacher shows a long paper strip and a “whole” label, then draws a line down the centre; students chorally say “half” and point to the two equal parts.
2. 5–12 min · Introduction to fractions (teacher model). Teacher repeats with the same strip: halves first (2 equal parts), then folds/marks quarters (4 equal parts), then folds again to show eighths (8 equal parts); students repeat the steps and hold up fingers to show 2, 4, 8.
3. 12–20 min · Polygon Mathigon demo (interactive visual). Teacher projects Polygon Mathigon (or models it on one device) showing a whole divided into equal parts; students watch and respond to prompts: “Are these equal parts?” and “What is one part called?”
4. 20–30 min · Hands-on activity: folding and matching. In pairs, students fold paper strips to make halves, then unfold and fold to make quarters and eighths; they colour each part with a matching fraction card (½, ¼, ⅛). Teacher circulates, checking for equal partitions.
5. 30–40 min · Hands-on with Polygon Mathigon: build halves and quarters. Students (pairs or small groups) use Polygon Mathigon to colour equal parts of a shape/strip into 2 and 4 sections; they choose the fraction label and use the on-screen check (or teacher prompt) to confirm the parts are equal.
6. 40–48 min · Guided practice: from halves to eighths. Teacher asks: “If we already have halves, what happens when we half each half?” Students use Polygon Mathigon to start from halves, then split each part again to make eighths; teacher pauses after each step for whole-class verification.
7. 48–55 min · Concept check (quick teacher-led). Students come to the front with their coloured strip or show on device: teacher flashes three images—one correct half, one incorrect (unequal split), one correct eighth—and students use thumbs to show “Yes, equal parts” or “Not equal parts”, then justify with one sentence stem: “It is/It isn’t equal because…”
8. 55–60 min · Exit ticket (simple assessment). Each student completes one prompt: “Draw and colour 1 quarter of a whole strip” and “Draw and colour 1 eighth of a whole strip.” Teacher collects for quick review.

Resources

• Printed fraction cards: ½, ¼, ⅛
• Paper strips (one per student) and colouring pencils/crayons
• Scissors (optional) and glue sticks (optional; mainly folding is preferred)
• Projector/screen to model Polygon Mathigon
• Devices for students (or shared tablet per pair) with Polygon Mathigon ready
• Student worksheets/exit ticket paper (simple strip templates)
• Visual anchor chart: Whole → Half → Quarter → Eighth (equal parts)

Assessment

• Formative: Teacher checks that student folds create equal parts (halves/quarters/eighths) during pair work.
• Formative: Teacher listens for accurate fraction language and explanations using sentence stems during guided practice.
• Summative (quick): Exit ticket drawings/colouring showing 1 quarter and 1 eighth of a whole strip.

Differentiation

• Support: Provide sentence starters (“One quarter means 4 equal parts. I coloured ___.”) and an extra folded “half template” to build quarters and eighths from.
• Support (visual): Use pre-drawn strip templates with fold lines faintly marked so students focus on equal partitioning.
• Extension: Challenge students to create a different whole (e.g., a larger strip) and explain whether their eighths are still equal parts when the whole length changes.
• EAL/SEN: Offer extra time, allow pointing/gesturing to show “equal parts”, and use consistent language across all steps (half/quarter/eighth + equal parts).