Tenth Fractions

Overview

In this lesson, students learn to read, write, and represent tenths using fraction language, decimals, pictures, and materials. They build understanding by identifying tenths in models and then recording tenths as fractions.

Learning intentions

• WALT identify tenths in a model (e.g., 1 whole divided into 10 equal parts).
• WALT write tenths as fractions using correct fraction notation.
• WALT read and explain tenths using mathematical language (numerator/denominator and “one tenth”).
• WALT represent tenths using pictures, materials, and numbers.

Success criteria

• I can explain what “one tenth” means as 1 out of 10 equal parts.
• I can identify tenths in a model and say how many tenths are shaded.
• I can write the shaded amount as a fraction (e.g., 3 tenths = 3/10).
• I can use a picture, materials, and/or numbers to show tenths accurately.

Curriculum links

• Number — reading, writing, and representing tenths as fractions and decimals.
• Number — tenths can be created by dividing whole numbers by 10 and expressed as fractions or decimals.
• Number — comparing and ordering tenths as fractions and decimals (used through “more/less tenths” language during checks).
• Mathematical thinking and language — using appropriate mathematical vocabulary to describe fractions.

Lesson structure (60 minutes)

1. 0–5 min · Hook (quick provoke). Teacher shows an image/model of a whole split into 10 equal parts with 4 shaded; students do a quick “Think–Pair–Share” answering: “How many tenths are shaded?”

• Students discuss and write a one-sentence idea using “tenth” language.

2. 5–15 min · Direct teach (model to fraction). Teacher uses ten-frame strips or paper circles cut into 10 equal parts; divides a whole into 10 and labels: numerator = number of shaded parts, denominator = 10 equal parts.

• Students follow along with their own pre-cut strip and point to the shaded tenths while teacher records “___ tenths = __/10” on the board.

3. 15–25 min · Guided practice (identifying tenths). Teacher displays 3 models in sequence (e.g., 1/10, 6/10, 9/10 shaded). Students hold up fraction cards or show with ten counters.

• Students for each model: say the fraction aloud and write it in their books.

4. 25–35 min · Teaching focus (reading tenths with maths language). Teacher models how to read/write: “7/10 is seven tenths” and links the fraction to the picture (“out of 10 equal parts”).

• Students complete a short table: Fraction → “_____ tenths” sentence → one quick sketch.

5. 35–48 min · Independent task (represent tenths using materials, pictures, numbers). Students choose one of three options (teacher assigns two options, then the third as teacher-checked choice if time allows):

• Option A: Shade and write 5 fractions for tenths (choose amounts: 1–9 tenths).
• Option B: Given 4 written fractions (e.g., 2/10, 5/10…), students represent each using a picture and then “build it” with ten-frame counters.
• Option C: “Missing numerator” worksheet: e.g., __/10 with 6 shaded; students identify the numerator and justify using the model.
• Students work silently first, then confer with a partner to check “numerator counts shaded parts; denominator is always 10.”

6. 48–55 min · Whole-class check (verbal reasoning + accuracy). Teacher selects 2–3 student examples (anonymous) and asks: “How do you know it is 6/10 and not 7/10?” Students use the language “10 equal parts” and “shaded out of 10.”

• Students respond using sentence stems and correct misconceptions.

7. 55–60 min · Exit ticket (quick assessment). On a half-page:

• Draw 1 whole split into 10 parts and shade 3 tenths.
• Write the fraction for the shaded parts.
• Write one sentence: “_____ tenths means _____ out of 10 equal parts.”
• Students submit as the door exit.

Resources

• Ten-frame strips (paper) and/or circles divided into 10 equal parts for each student
• Fraction cards for tenths: 1/10 to 9/10 (laminated)
• Counters or small objects for building tenths
• Whiteboard markers and board space for fraction notation
• Fraction sentence stems (printed)
• Guided practice model slides/cards (3–5 images with varying tenths shaded)
• Independent task worksheets (Options A–C)
• Exit ticket sheet

Assessment

• Teacher observation during guided practice: can students correctly match shaded parts to the numerator and keep denominator 10?
• Check students’ written fractions during the guided table: accuracy and correct fraction notation.
• Exit ticket review for:
• correct shading amount
• correct fraction written
• correct “out of 10 equal parts” explanation.

Differentiation

• Support (most students/targeted learners):
• Use sentence starters: “_____ tenths means _____ out of 10 equal parts.” and “The numerator shows the number of shaded parts.”
• Provide a partially labelled ten-frame (denominator 10 already written).
• Offer a tactile step: students must place 10 counters into a ten-frame before writing the fraction.
• Additional support for learners needing language scaffolds:
• Provide a word bank: numerator, denominator, tenth, out of 10 equal parts, shaded.
• Allow verbal response first; teacher prompts then students write.
• Extension (advanced learners):
• Challenge: “Represent 8/10 in two different ways” (e.g., picture + numbers, or two models showing the same amount).
• Challenge: “Which is larger: 4/10 or 5/10? Explain using tenths language.” (short justification).
• Challenge: Create their own model for a given fraction and write the reading sentence.
• EAL considerations:
• Keep language consistent: “one tenth” and “__ tenths” throughout the lesson.
• Use visual-to-symbol matching (model → fraction → words) to reduce reliance on reading/spelling alone.

Extension (optional)

• Students compare two classmates’ tenths representations and order them from least to greatest using “more tenths/less tenths” language.