Making Fractions Fun

Unit: Time and Fractions Fun (Lesson 4 of 6)

Duration: 45 minutes

Year Level: Year 3

Class Size: 25 students

Subject Area: Mathematics

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Learning Context

This lesson is designed for Year 3 students in New Zealand and focuses on hands-on learning of fractions, specifically halves and quarters. Students will apply their understanding by making fairy bread, reinforcing fraction concepts in an engaging and tangible way that aligns with the refreshed New Zealand Curriculum.

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Curriculum Alignment

Mathematics and Statistics Learning Area:

• Number and Algebra Strand – Rational Numbers
• Understand and represent halves and quarters as fractions of sets and regions, using equal parts of the whole.
• Identify, read, write (using symbols and words), and represent halves and quarters as fractions of sets and regions, using equal parts of the whole.

Key Competencies:

• Thinking: Students use their knowledge of fractions to solve practical problems with bread pieces.
• Using language, symbols, and texts: Students express fractions using symbols, words, and demonstrate an understanding through the activity.
• Managing self: Students follow instructions safely and work collaboratively.

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Learning Objectives

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

• Identify halves and quarters in everyday contexts.
• Use correct fraction vocabulary: numerator, denominator, half, quarter.
• Cut bread into halves and quarters accurately, connecting concrete experience with abstract fraction concepts.
• Represent halves and quarters symbolically using fraction notation.

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Resources

• Slices of white bread (one per student or pair)
• Plastic butter knives (child-safe)
• Sprinkles (fairy bread topping)
• Paper plates
• Visual fraction charts (halves and quarters)
• Whiteboard and markers
• Student worksheets with fraction drawing and writing space

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Lesson Plan Overview

Time	Activity	Description & Purpose
0-5m	Introduction & Recap	Briefly revisit halves and quarters using a fraction wall visual. Relate to everyday objects and discuss the vocabulary (numerator, denominator).
5-10m	Demonstration	Teacher demonstrates cutting a slice of bread into halves and then quarters. Ask students questions like “How many halves make a whole bread slice?” to check understanding.
10-25m	Hands-On Fraction Activity: Making Fairy Bread	Students cut their own bread slices into halves and quarters. They then spread butter and sprinkle toppings on each part. This physical action cements understanding of fractions as parts of a whole. Teachers circulate and assist, asking guiding questions about fractions.
25-35m	Fraction Representation and Recording	Using worksheets, students draw their bread slices divided into halves and quarters and write fraction symbols and words. Reinforce language and symbolism.
35-40m	Sharing & Discussing	Encourage students to share their fairy bread and explain where halves and quarters are in their slices. Use this opportunity to clarify misconceptions.
40-45m	Conclusion & Reflection	Recap learning with group discussion. Pose open-ended questions such as “Why is it important to cut the bread equally?” and “How can we use fractions in other fun activities?”

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Detailed Breakdown

0-5 minutes: Introduction & Recap

• Gather students visually in front of a fraction wall poster showing halves and quarters.
• Review previous learning from prior lessons in the unit ("Time and Fractions Fun").
• Revise terminology: numerator is the number of parts we use, denominator is the total parts the whole is divided into.
• Engage by asking about familiar sharing situations (e.g., sharing a chocolate bar).

5-10 minutes: Demonstration

• Teacher models cutting a piece of bread into two equal parts (halves).
• Next, model quartering by cutting the halves again.
• Use questions to prompt think-aloud (e.g., “How many quarters make one whole slice?”).

10-25 minutes: Hands-On Activity – Making Fairy Bread

• Distribute materials: bread slice, knife, butter, sprinkles, and plate.
• Students cut their slice into halves, then quarters, according to instructions.
• After cutting, they spread butter and add sprinkles onto each piece, reinforcing the concept of fractions as parts of a whole.
• Circulate and prompt students with questions:
  • "How many pieces did you make?"
  • "Are these pieces equal in size?"
  • "What fraction of the bread slice is this piece?"

25-35 minutes: Fraction Representation and Recording

• Hand out worksheets with blank bread slice outlines.
• Students draw lines dividing the bread into halves and quarters, label each part with fraction symbols and names (e.g., 1/2, one half).
• Encourage neatness and correct symbolic representation.
• Reinforce naming parts using mathematical language.

35-40 minutes: Sharing & Discussing

• Invite students to share their fairy bread and explain how they made halves and quarters.
• Discuss: Why must halves and quarters be equal parts?
• Reinforce the concept that fractions represent equal parts of one whole.

40-45 minutes: Conclusion & Reflection

• Recap key points: fractions as equal parts, halves mean two equal parts, quarters mean four equal parts.
• Ask reflective questions:
  • How did cutting the bread help you understand fractions?
  • Can you think of other things we can divide into halves or quarters?
• Prepare for next lesson in the unit.

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Assessment

Formative assessment will be ongoing throughout the lesson:

• Observation of students’ cutting technique ensures understanding of equal parts.
• Questioning during the activity to assess comprehension of fractions vocabulary.
• Review of worksheet drawings and symbolic fraction notation for accuracy.
• Listening to students’ verbal explanations for understanding of fractions as parts of a whole.

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Teacher’s Notes

• Safety first: Emphasise careful knife use and handling bread carefully.
• Differentiate support for students who find cutting difficult by pairing with peers or providing pre-cut bread pieces for fraction labelling.
• Use Māori mathematical language alongside English to support language learning, for example: "hāwhe" (half) and "kōwhā" (quarter).
• Connect fractions with time if appropriate, e.g., a half hour, a quarter past the hour, creating cross-curricular links.

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This lesson encourages kinaesthetic, visual, and verbal learners to engage deeply with fractions through a fun, real-life activity. It is carefully designed to align with the New Zealand Curriculum Refresh requirements for Year 3 mathematical understanding and practice in rational numbers and key competencies .