Fractions in the Kitchen

Overview

In this sixth lesson of Rational Numbers in Action, students use halves and quarters in familiar sharing and measuring situations. They build on earlier work recognising equal parts and apply this understanding to pretend recipes, food sharing and picture-based problems.

Learning intentions

• WALT use halves and quarters when measuring and sharing.
• WALT use a model, such as a strip, cup or counters, to solve a problem.
• WALT explain how I know my answer is fair and equal.

Success criteria

• I can choose whether a problem needs a half or a quarter.
• I can use a model to show my thinking.
• I can explain or draw how I solved the problem.
• I can share a quantity fairly into equal parts.

Curriculum links

• Mathematics and Statistics — fractions through equal sharing and recognising halves and quarters.
• Mathematics and Statistics — applying number understanding in familiar measurement situations.
• Mathematics and Statistics — explaining thinking, representing ideas and solving higher-order problems.
• Mathsteasers — using accessible challenges to deepen understanding and reasoning for advanced learners.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Display a picture of a cake divided into four unequal pieces using the hook image and discussion slide. Ask, “Are these quarters? How can we check?” Students use partner talk to decide whether the parts are fair, then share ideas such as “the parts must be equal”.

2. 5–12 min · Model halves and quarters. Use the halves and quarters teaching slides alongside a paper strip and a transparent cup. Fold the strip into two equal parts and then four equal parts, naming one-half and one-quarter; model that half of 8 crackers is 4 and one-quarter of 8 is 2. Students copy the folds with their own strips and show the matching number of counters or drawn crackers.

3. 12–17 min · Guided recipe example. Open the pretend recipe example and read: “To make a snack for two people, use half a cup of pretend flour and half of 6 crackers.” Think aloud while measuring and sharing. Students show the answer with counters, a drawing or by pointing to the model, then explain it to a partner using, “I know it is fair because…”

4. 17–32 min · Practical recipe task. Distribute the practical pretend recipe card to pairs and provide paper strips, cups and counters. Students follow three picture-based recipes, choosing halves or quarters and solving quantities within 12, such as half of 10 crackers, one-quarter of a 4-part strip and one-quarter of 12 pretend berries. Partners must model one answer and record a drawing or numeral; circulate and ask, “What is the whole?”, “How many equal parts?” and “How do you know?”

5. 32–39 min · Share and reason. Display the sharing and discussion prompts. Invite two pairs to demonstrate different models for the same problem. Students compare the models, identify the whole and equal parts, and explain why an answer is or is not fair. Address the misconception that a larger piece can still be called a quarter.

6. 39–45 min · Exit check and reflection. Use the final reflection slide and ask students to complete the final task on the recipe explanation and exit question: “Show one-quarter of 8 using a drawing or counters. How do you know?” Students explain orally to the teacher, a partner or by recording a short sentence before packing away.

Resources

• the complete Fractions in the Kitchen slide deck
• the practical pretend recipe card
• Paper strips, one per student
• Small cups or measuring cups
• Counters, linking cubes or pretend crackers
• Picture cards or toy food, if available
• Pencils, crayons and clipboards
• Optional real food only if permitted by school allergy and safety procedures

Assessment

• Listen during partner talk for correct use of whole, equal, half and quarter.
• Observe whether students divide models into equal parts and select the appropriate fraction.
• Check the recipe card and exit response for a correct model, quantity and oral or drawn explanation.

Differentiation

• Support learners with real or pretend equipment, pre-folded strips, picture instructions, repeated modelling and partner talk. Offer number choices within 12 and allow students to respond by pointing, drawing or speaking.
• For learners needing additional structure, work with one recipe at a time and use the prompts, “What is the whole?”, “How many equal parts?” and “How many in each part?”
• Support English language learners with gestures, visual models and sentence frames: “A half means ___ equal parts”; “A quarter of ___ is ___.”
• Extend advanced learners by changing the number of people or asking them to create a fair-share recipe problem and swap it with another pair to solve.

Extension

• Change a recipe for two people into a recipe for four people. Students decide which ingredients need quarters and justify their choices.
• Create a fair-share recipe problem using a number up to 12, draw a model and explain the answer to another pair.