Seeing Fractions Clearly

Overview

Lesson 1 of 15 in Number Connections: Fractions, Decimals, Percentages. Students build a strong part–whole understanding by modelling, naming and comparing fractions using equal parts, materials and visual representations.

Learning intentions

• WALT represent fractions using equal parts of a whole.
• WALT name fractions and record them using fraction notation.
• WALT explain the roles of the numerator and denominator.
• WALT compare fractions by using visual models and mathematical language.

Success criteria

• I can identify the whole and divide it into equal parts.
• I can use fraction notation and explain the numerator and denominator.
• I can model a fraction with a diagram or fraction materials.
• I can compare two fractions and explain how I know which is greater.

Curriculum links

• Number: recognise, represent and compare fractions as equal parts of a whole.
• Number: connect visual models, fraction notation and mathematical language.
• Mathematical communication: explain strategies, justify comparisons and listen to others’ reasoning.
• Mathematical and statistical inquiry: notice patterns, test ideas and use representations to solve problems.

Lesson structure (45 minutes)

1. 0–5 minutes – Number talk: What is a fraction? Open with the hook and learning intention slides. Display a rectangle divided into equal and unequal parts and ask: “Which picture shows one-half? How do you know?” Students think silently, then share with a partner before several responses are discussed. Emphasise that fractions describe equal parts of a whole.

2. 5–12 minutes – Build the language Use the fraction vocabulary slides to introduce whole, fraction, numerator and denominator. Model one-half, three-fourths and five-eighths using a bar. Students use the fraction wall and strip cards to identify the whole, count equal parts and match the shaded parts to notation. Clarify that the denominator tells how many equal parts the whole has, while the numerator tells how many parts are being considered.

3. 12–20 minutes – Teacher modelling and guided practice Model folding or partitioning a rectangle into halves, thirds, fourths and eighths. Think aloud: “The whole is one bar. It is split into four equal parts. Three parts are shaded, so the fraction is three-fourths.” Students make examples with their fraction strips and explain them to a partner using the sentence stem: “The whole is __. It is divided into __ equal parts. __ parts are shown, so the fraction is __.”

4. 20–33 minutes – Pair investigation In pairs, students complete the visual modelling tasks on the fraction representation worksheet. They draw or shade equal parts, write the matching fraction and compare pairs such as one-half and one-fourth, or three-fourths and two-fourths. Partners must justify comparisons using the fraction strips or diagrams. Circulate, checking that students do not count unequal regions as valid fractional parts.

5. 33–40 minutes – Share and connect Return to the comparison and discussion slides. Invite pairs to explain one model and one comparison. Discuss why, when the denominator is the same, the fraction with more parts shown is greater. Also discuss that a larger denominator does not automatically mean a larger fraction, using one-half and one-eighth as a visual example.

6. 40–45 minutes – Exit check and reflection Students complete the final three questions on the fraction representation worksheet: draw and label three-fifths, identify the numerator and denominator, and compare one-half with one-fourth. Finish with the plenary slides and ask students to complete orally: “A fraction must have…”, and “I know a fraction is greater when…”.

Resources

• the complete fraction introduction and teaching deck
• the fraction representation worksheet
• the fraction wall and strip cards
• Maths No Problem textbook/workbook: relevant introductory fractions pages selected by the teacher
• Whiteboard and markers
• Mini-whiteboards or scrap paper
• Pencils, coloured pencils and rulers
• Prepared vocabulary cards for support learners
• Concrete fraction tiles for guided groups

Assessment

• Listen during the number talk and partner explanations for accurate use of whole, equal parts, numerator and denominator.
• Check worksheet models for equal partitions, correct notation and justified comparisons.
• Use the exit check to group students for the next lesson: secure, developing or requiring further concrete modelling.

Differentiation

• Support lower learners with concrete fraction tiles, pre-partitioned shapes, vocabulary cards and guided teacher modelling. Work first with halves, thirds and fourths before moving to eighths.
• Provide sentence stems, enlarged diagrams and a partner rehearsal before students write. Accept oral explanations alongside written responses where appropriate.
• For EAL learners, repeatedly pair visual models with gestures, labelled examples and everyday contexts such as sharing food fairly. Pre-teach whole, equal, part, numerator and denominator.
• Extend advanced learners by representing improper fractions and mixed numbers in multiple ways, such as five-fourths as one whole and one-fourth, using fraction strips, diagrams and notation.