Introducing Fractions

Overview

This 45-minute lesson introduces Year 5 students to fractions using simple, relatable examples. The lesson aligns with the New Zealand Curriculum Refresh, focusing on developing students’ understanding of fractions as equal parts of a whole.

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Learning Objectives

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

• Identify and represent fractions such as halves, quarters, and eighths, using symbols and words
• Understand the numerator and denominator and their meaning
• Use practical, visual materials to demonstrate simple fractions as parts of a whole
• Begin to place fractions on a number line
• Use mathematical language confidently to describe fractions (e.g., numerator, denominator, equal parts, whole)

The objectives align with the New Zealand Curriculum Year 5 expectations for Rational Numbers:

• "Identify, read, write, and represent halves, thirds, quarters, fifths, sixths, and eighths as fractions of sets and regions, using equal parts of the whole and by positioning on a number line."
• Use materials such as bar models and fraction walls to compare and order fractions, .

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Key Competencies

• Thinking: Develop conceptual understanding by exploring fraction concepts
• Using Language, Symbols and Text: Use appropriate mathematical language and symbols to describe fractions
• Relating to Others: Engage in cooperative activities to discuss fraction ideas
• Managing Self: Work confidently and show perseverance when exploring unfamiliar concepts

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Lesson Outline

Time	Activity	Details & Resources
0–5 min	Engage & Discuss	Begin with a real-life context: Show an apple or a pizza cut into halves and quarters. Ask students: "If we share this equally, what do you notice about the pieces?" Introduce the term fraction, explain numerator and denominator simply (top number = how many parts you have, bottom number = how many equal parts the whole is split into). Use visuals – actual objects or images.
5–15 min	Hands-on Activity — Fraction Strips	Distribute coloured paper strips to each student. Guide students to fold strips into halves, quarters, and eighths. Label these with numerator and denominator. As they fold, read fractions aloud. Create a fraction wall on the board or digitally showing half, quarter, and eighth fraction relationships to support visual learning.
15–25 min	Interactive Number Line Activity	Draw a large number line from 0 to 1 on the whiteboard/interactive display. Place markers at common fractions (1/2, 1/4, 3/4). Demonstrate how fractions can be located on this line. Give students mini number lines on paper to practice placing fractions themselves.
25–35 min	Group Sharing & Talking	In small groups, students share their fraction strips and number lines. Encourage them to explain what the numerator and denominator mean and how they can see fractions on their strips and lines. This peer teaching consolidates learning.
35–42 min	Simple Problem Solving / Thinking Task	Pose simple problems such as: "If you have 1/4 of a pizza and your friend has 2/4, who has more? What fraction is half? Can you show it on your strip or number line?" Support with visual aids.
42–45 min	Plenary & Reflection	Recap key concepts together as a class. Ask students to say what they learned about fractions today. Introduce vocabulary they should remember (numerator, denominator, fraction, equal parts). Finish with a fun “fraction chant” or rhyme to reinforce understanding.

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Resources Required

• Real items (e.g., apples, pizzas, paper plates) or pictures for demonstration
• Coloured paper strips for folding fractions
• Markers and labels for numerator/denominator
• Whiteboard or interactive display
• Mini number line printouts for students
• Fraction wall visuals (can be created from paper strips or digitally)

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Assessment and Feedback

• Formative Assessment:

  • Observe students during hands-on activities and group sharing for correct use of terms and concepts
  • Check students’ ability to fold and label fractions accurately
  • Monitor participation and understanding when placing fractions on number lines and solving simple problems

• Feedback: Offer immediate, positive feedback focusing on correct terminology and conceptual understanding. Use questions like "How do you know that piece is one half?" to encourage deeper thinking.

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Teaching Considerations

• Use multisensory learning strategies (visual, tactile) to support diverse learners
• Provide scaffolding language frames: e.g., "This fraction means ___ parts out of ___ equal parts."
• Use everyday contexts that are familiar and engaging to Year 5 students in New Zealand
• Consider students’ prior experiences with sharing and dividing objects when introducing fractions

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Curriculum References

• Mathematics and Statistics Learning Area (Strand: Number and Algebra, Level 3)
• Key Competencies as detailed in the New Zealand Curriculum Refresh
• Rational Numbers focus includes representing and understanding fractions, decimals, and percentages

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This lesson plan is designed to inspire teachers by combining practical activities with curriculum-aligned objectives, supporting students to build a deep, confident understanding of fractions from the outset. The approach respects the New Zealand Curriculum emphasis on language, visualisation, and hands-on discovery to engage students meaningfully.