Fractions in Action

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Overview

Year Group: Year 5
Subject: Mathematics
Lesson Duration: 60 minutes
Class Size: 16 pupils
Curriculum Link:
Mathematics - Key Stage 2 (Upper KS2)
National Curriculum Objective:

"Compare and order fractions whose denominators are all multiples of the same number. Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths."

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify and generate equivalent fractions using concrete and pictorial resources.
• Compare and order fractions with different denominators that are multiples of the same number.
• Explain reasoning using correct mathematical vocabulary.
• Collaborate to solve fraction-based challenges using problem-solving skills.

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Success Criteria

• I can use models or diagrams to find equivalent fractions.
• I can compare the size of two or more fractions.
• I can explain how I know which fraction is greater.
• I can work with others respectfully to solve problems.

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Prior Knowledge

Pupils should already be familiar with:

• Basic understanding of fractions (e.g., 1/2, 1/4, 3/4).
• Numerators and denominators.
• Simple equivalencies using visual representations.

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Vocabulary

• Fraction
• Numerator
• Denominator
• Equivalent
• Simplify
• Compare
• Multiple
• Common Denominator

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Key Resources

• Mini-whiteboards and pens (1 per pupil)
• Fraction wall posters or printed mats
• Fraction cards (prepared in advance)
• Visualiser or interactive whiteboard
• “Fraction Relay Game” cards (printed sets for groups)
• Clear counters and fraction circles (manipulatives)
• Large coloured paper strips (A4 cut in halves, e.g., ‘fraction bars’)
• Timer or clock

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Lesson Breakdown

❖ Starter (10 minutes) – 'Fraction Flashback'

Purpose: Reconnect with prior learning in a fun and energetic way.

• Activity: “Fraction Snap!”

  • Use prepared fraction cards with pairs of equivalent fractions (e.g., 1/2 and 2/4) and non-equivalent fractions.
  • Pupils pair up with someone they haven’t worked with recently.
  • One pupil shuffles and flips a card; if the card has a match with the other’s, they shout “Snap!” and explain why the fractions are equivalent.
  • Teacher circulates, noting key misconceptions for review later.

• Differentiation: Provide visual aids for any pupils needing additional support (e.g., fraction strip mats).

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❖ Introduction & Guided Practice (15 minutes) – 'Equivalent Explorers'

Purpose: Deepen understanding of equivalent fractions and using a common denominator.

1. Teacher-led demonstration using visualiser/whiteboard:

   • Use fraction strips or draw bar models to represent 1/2, 2/4, 3/6.
   • Model how to find equivalent fractions by multiplying/blocking up.
   • Ask: “What do you notice about the numerators and denominators?”
   • Demonstrate creating equivalent fractions using multiplication patterns.

2. Pupil practice (paired):

   • Pupils use cut A4 coloured strips (fraction bars) to create and label their own equivalent sets.
   • Challenge: Can you find 3 different ways of showing 1/2?

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❖ Main Activity (20 minutes) – 'Fraction Relay Challenge'

Purpose: Collaborative problem-solving while comparing and ordering fractions.

Set-Up:

• Pupils work in mixed ability groups of four.
• Each group receives a pack of “Fraction Relay Challenge” cards. Each card has either:
  • An ordering task (e.g., "Order 2/3, 4/6, 3/4 ascending"),
  • An equivalence task (e.g., “Find 2 equivalent fractions for 5/10”)
  • A reasoning challenge (“True or false: 3/9 = 1/3. Prove it.”)

Instructions:

• Teams complete tasks in sequential rounds.
• Once a task is completed and checked by the teacher or TA, they receive the next card (relay style).
• Bonus challenge cards for early finishers: “Design a real-life example where people might use equivalent fractions (e.g., baking, budgeting, sports)”

Assessment for Learning (AfL):

• Teacher walks between groups, using hinge questions:
  • “How did you decide which was larger?”
  • “What’s another way to prove that?”
  • “What would happen if we doubled both the numerator and the denominator?”

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❖ Consolidation (10 minutes) – 'The Fraction Gallery'

Purpose: Reinforce learning and create a positive maths culture.

• Each pupil selects one of their completed tasks or representations from the lesson.
• They write a short explanation using sentence stems:
  • "I found that..."
  • "I know this because..."
  • "A trick I used was..."
• Pupils peg/stick their work onto a shared 'Fraction Gallery' board or wall space.
• Teacher selects 2-3 pieces to highlight and celebrate.
• Encourage mathematical vocabulary and validate different approaches.

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❖ Plenary (5 minutes) – 'Fraction Vote'

Purpose: Assess understanding and encourage metacognition.

• Use statements on the board, and pupils vote 'true' or 'false' using thumbs up/down or whiteboards.

Examples:

1. 4/6 and 2/3 are equivalent. ✔
2. You can compare 1/4 and 1/8 without using the same denominator. ✖
3. 3/6 is greater than 2/4. ✖ (They're equal!)

Encourage pupils to justify their thinking aloud. “Convince me – how do you know?”

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Differentiation

Support:

• Use of fraction walls/reminders
• Sentence stems/speaking frames
• Visual-based tasks
• TA support for guided group

Extension:

• Create puzzles for the class using mixed numbers/equivalents
• Write their own ‘Fraction Relay’ card for the next class
• Apply in context (e.g., “Design a pizza menu using fractional quantities”)

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Assessment Opportunities

• Observation during pair/group activities
• Responses during plenary voting
• Written explanations displayed in Fraction Gallery
• Clarifying misconceptions during tasks using probing questions

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Reflection for Teachers (Post-Lesson)

• Which representations were most/least effective?
• Were pupils able to articulate their thinking clearly?
• How confident did they seem with comparing fractions with different denominators?
• What themes might inform future planning (e.g., converting to decimals, applying to real-world contexts)?

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Optional Homework Suggestion

"Fractions in My Life" booklet: Pupils find or create three examples of fractions in their daily lives (e.g., portion of meal, time spent on activities, pieces of fruit shared). Pupils draw and label them with equivalent fractions if possible.

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✅ Teacher Wow Moment!
Use a live camera or tablet to show a pupil creating an equivalent fraction visual in real-time (e.g., bar model) while narrating their thinking. Display it proudly as a 'Maths in Progress' demonstration—and invite pupils to be the expert!

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🎯 National Curriculum Reference:
Mathematics Programme of Study: Key Stage 2, Year 5 – Number - Fractions (including decimals and percentages)

• Recognise and show, using diagrams, equivalent fractions with small denominators
• Compare and order fractions whose denominators are all multiples of the same number
• Identify and write equivalent fractions of a given fraction, represented visually

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This lesson blends physical, visual and social activities to build deeper mastery and confidence in key fraction concepts. It meets and exceeds UK curriculum expectations, making learning memorable, accessible and fun.