Introduction to Fractions

Overview

This is lesson 1 of 10 in Understanding Fractions Together. Students explore fractions as equal parts of one whole using familiar objects, visual models and fraction circles. The lesson is designed for 11 students aged 12–14 who are working approximately within Years 2–4 achievement levels.

Learning intentions

WALT (We Are Learning To):

• Understand that a fraction describes equal parts of a whole.
• Identify the whole and its parts.
• Recognise and name halves, quarters and thirds.
• Represent simple fractions using objects, pictures and symbols.

Success criteria

• I can show one whole.
• I can split a whole into equal parts.
• I can identify halves, thirds and quarters.
• I can match a picture to a simple fraction symbol.

Curriculum links

• Recognise and represent fractions as equal parts of a whole.
• Use materials, pictures and symbols to model halves, thirds and quarters.
• Describe and compare simple fractional parts using everyday language.
• Communicate mathematical thinking by explaining how a whole has been partitioned.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome and hook

Display a paper circle or an image of a pizza. Ask: “If two people share this fairly, how much does each person get?” Invite students to show an answer with their hands or by drawing. Open with the fraction introduction slides and introduce the WALT in student-friendly language: “Today we are learning how to describe equal parts of a whole.”

2. 5–12 minutes – What is a whole?

Show everyday examples such as one apple, one chocolate bar or one sheet of paper. Explain that a whole is one complete object and that a fraction tells us about equal parts of that whole. Fold or draw a circle into two equal parts, emphasising that equal means “the same size”. Use the slides to show examples of equal and unequal parts. Ask students to identify which pictures show fair sharing.

3. 12–22 minutes – Teacher modelling with manipulatives

Give each student or pair a set of pieces from the fraction circles cut-out pack. Begin with one complete circle. Model making halves, then thirds and quarters. Say and display the language: “one half”, “one third” and “one quarter”. Introduce the matching symbols 1/2, 1/3 and 1/4 without requiring students to memorise terminology. Point out that the bottom number tells how many equal parts the whole is divided into, while the top number tells how many parts we are showing.

4. 22–31 minutes – Guided practical investigation

Students work in pairs, with an adult-supported group if required. Call out prompts such as “Show me one half”, “Show me one quarter” and “Show me three quarters”. Students build each example with their fraction circles, then explain it to their partner using the sentence frame: “The whole is split into ___ equal parts. I have ___ part(s).” Pause to discuss why two unequal pieces cannot be called halves. Return to the fraction introduction slides for visual prompts and worked examples.

5. 31–40 minutes – Individual recording

Distribute the simple fractions recording worksheet. Students complete accessible tasks such as colouring one half, circling one third, matching fraction symbols to shaded shapes and drawing a line to divide a whole into quarters. Encourage students to use the fraction circles while working. Support students to complete selected questions rather than the whole page if needed.

6. 40–45 minutes – Plenary and check for understanding

Gather students with their fraction circles. Show one final shape or circle and ask: “Is this divided into equal parts? How do you know?” Invite three students to demonstrate a half, a third or a quarter. Finish with the slides’ recap: “A fraction shows equal parts of a whole.” Students give a thumbs up, sideways or down to show how confidently they can identify a fractional part.

Resources

• the fraction introduction slides
• the simple fractions recording worksheet
• the fraction circles cut-out pack
• Paper circles or card shapes
• Optional real objects for sharing, such as an apple or paper plate
• Whiteboard and markers
• Pencils, crayons and glue
• Enlarged fraction models for group demonstration
• A simple teacher-drawn number line from 0 to 1 for students needing additional support

Assessment

• Observe whether students can divide or select a whole into equal parts during the practical investigation.
• Listen for correct use of “whole”, “equal parts”, “half”, “third” and “quarter”.
• Review the worksheet and note whether each student can match a visual model with a simple fraction symbol.
• Use the final demonstration and confidence check to identify students needing further modelling in lesson 2.

Differentiation

• Support: Use large, colour-coded fraction circles, real objects and repeated modelling. Offer only halves and quarters initially, then introduce thirds when students are ready.
• Support: Provide a teacher-drawn number line from 0 to 1 and sentence frames such as “One whole is split into ___ equal parts.”
• Support: Allow students to point, build or draw their answer instead of writing the fraction symbol. Pair students strategically and provide adult prompting.
• Extension: Ask students to show two different ways to make one whole, such as two halves or four quarters, and explain how they know the parts are equal.
• EAL/D and communication support: Pre-teach the words “whole”, “part”, “equal” and “share” with gestures and visuals. Accept home-language discussion, pointing and supported oral responses.