Fraction Foundations

Overview

This 45-minute lesson introduces Year 5 students (ages around 9-10) to basic fractions in a hands-on and engaging way. The activities align closely with the New Zealand Curriculum Refresh, focusing on key learning objectives for Number and Algebra – specifically the rational numbers strand related to fractions.

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Curriculum Links

Learning Area: Mathematics and Statistics
Level: Year 5
Strand: Number and Algebra - Rational numbers
Achievement Objective:

• Identify, read, write, and represent fractions as parts of whole objects and sets, using equal parts (halves, quarters, eighths).
• Compare and order common fractions and identify equivalence (halves, quarters, eighths).
• Understand a fraction as a number that can be represented on a number line.

Mathematical Competencies Addressed:

• Reasoning and Problem Solving (explaining thinking, making connections)
• Using Language, Symbols, and Texts (reading and writing fractions correctly)
• Applying (using fractions in practical contexts)

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Learning Objectives

By the end of this lesson, students will be able to:

• Understand that fractions represent equal parts of a whole or set.
• Read and write simple fractions for halves, quarters, and eighths.
• Identify numerator and denominator and explain their roles.
• Represent fractions concretely using paper strips, objects, and number lines.
• Begin comparing simple fractions by direct observation and using fraction walls.

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Materials Needed

• Paper strips for folding (for fraction folding activity)
• Sets of objects (e.g., counters or blocks)
• Fraction walls (paper or digital versions)
• Number line drawn on whiteboard or class floor tape
• Whiteboard and markers
• Worksheets with fraction representations (optional)

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Lesson Plan Breakdown

1. Introduction & Activation (5 minutes)

• Start by asking: "Have you ever shared a chocolate bar or a pizza? How did you share it equally?"
• Explain that when we share or divide something into equal parts, we use fractions.
• Show a chocolate bar or a large rectangle and discuss halves and quarters by folding or cutting visually.

Link to Curriculum: This connects to students’ experiences and activates prior knowledge of halves and quarters (Year 4 foundation for Year 5 fractions).

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2. Exploring Fractions with Paper Strips (15 minutes)

Activity: Hands-on folding

• Give each student a paper strip.
• Guide them to fold the paper strip into two equal parts and label each part as "one half" (1/2).
• Next fold into four equal parts and label each as "one quarter" (1/4).
• Finally, fold into eight equal parts if time permits, noting "one eighth" (1/8).
• Emphasise:
  • The denominator (bottom number) shows the number of equal parts.
  • The numerator (top number) shows how many parts we have.

Teaching Note: Use visual and tactile methods to aid their understanding of equivalence between parts and whole.

Link to Curriculum: Using equal parts of a whole, introducing halves, quarters, eighths; connecting numerator/denominator symbols with real parts .

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3. Fraction Walls and Comparing Fractions (10 minutes)

• Introduce fraction walls (either paper or digital).
• Demonstrate directly comparing fractions — e.g., how 2 quarters (2/4) is the same as 1 half (1/2).
• Have students find halves, quarters, and eighths on their fraction wall.
• Prompt discussion: Which is bigger, 1/2 or 1/4? How do you know?

Assessment: Ask students to explain their reasoning using fraction wall visuals and correct terminology (numerator, denominator).

Link to Curriculum: Directly comparing fractions and identifying equivalences.

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4. Number Line Placement (10 minutes)

• Using a large number line (0 to 1) visible to the class, illustrate how fractions can be placed as numbers.
• Label 0 and 1, then mark 1/2, 1/4, 3/4, etc.
• Invite volunteers to place fraction cards or sticky notes on the correct points on the number line.
• Discuss that fractions are numbers, not just parts of shapes or sets.

Teaching Tip: Emphasise this deepens the concept of fractions as numbers, which is important for later learning.

Link to Curriculum: Understanding fractions as numbers on a number line.

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5. Plenary & Assessment (5 minutes)

• Quick quiz: Show sets of objects or diagrams and ask, "What fraction of the whole is shaded/selected?"
• Have students verbally explain what the numerator and denominator mean.
• Ask: "If you have 1/4 of a pizza and I eat 1 part, how many parts are left?"

Formative Assessment: Use responses to gauge understanding; note students who may need further support or challenge.

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Teacher’s Reflection Prompts

• Did the students understand the meaning of numerator and denominator?
• Were they able to represent fractions physically and on a number line?
• How confidently did they compare simple fractions and recognise equivalences?
• Did hands-on activities engage all students effectively?

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Extension Ideas

• Link to simple fraction addition using fraction walls (e.g., 1/4 + 1/4 = 1/2).
• Explore unit fractions of classroom objects (e.g., 1/3 of 15 pencils).
• Integrate simple word problems involving fractions of sets.

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This lesson plan provides a strong foundation for teaching fractions that aligns with the New Zealand Curriculum Refresh, supports multiple competencies, and utilises a range of concrete, pictorial, and symbolic representations to engage and deepen students' understanding of fractions.

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If you need further scaffolding, assessment sheets, or digital resources ideas tailored to New Zealand classrooms, I’m here to help!