Fractions Made Fun

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Overview

Subject: Mathematics
Year Group: Year 5
Duration: 60 minutes
Curriculum Link:
National Curriculum in England – Mathematics – Year 5:

• Number - Fractions (including decimals and percentages):
  • Add and subtract fractions with the same denominator and denominators that are multiples of the same number.
  • Convert between mixed numbers and improper fractions.
  • Develop conceptual understanding and fluency with fractions.

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Learning Objectives

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

• Confidently add and subtract fractions, including those with different denominators.
• Use visual models and diagrams to represent fractions.
• Explain their reasoning using mathematical vocabulary.

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Resources Needed

• Mini whiteboards and markers
• Fraction wall posters / visual fraction strips
• Printed fraction dominoes (teacher-prepared)
• Printed activity worksheets (differentiated)
• Coloured counters or fraction circles
• PowerPoint presentation
• Timer
• 3 large hula hoops
• Exit tickets (small slips of paper)

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Lesson Structure (60 Minutes)

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⏱ 1. Starter – “Fraction Frenzy Relay” (10 mins)

Purpose: Kickstart the morning with movement, teamwork and maths fluency.

Setup:

• Divide the class into 3 mixed-ability teams (9 students each).
• Place 3 hula hoops on the floor at the front – each one has several cut-out circle fractions (e.g. ½, ¼, ¾, ⅓).
• Assign each team a “fraction amount” they need to make (e.g. 1 whole, 1½, 2).
• Teams take turns sending one runner to the hoop to grab 1 or 2 fraction pieces. They race to assemble the correct total amount of fractions.

Rules:

• Pupils must communicate and work together to check if they’re reaching the target amount.
• Only one person moves at a time.

Plenary:

• Brief discussion: "What strategies did you use?" "How could you check if the pieces make the correct total?"

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📊 2. Teacher Input – "Let’s Learn Fractions!" (15 mins)

Concept Modelling (Using PowerPoint slides and fraction visuals):

A. Review vocabulary (3 mins)

Quick mind map on whiteboard:

• Numerator
• Denominator
• Equivalent fractions
• Common denominators

Ask: “Why do we need common denominators before combining fractions?”

B. Adding fractions with the same denominator (4 mins)

Example:

⅖ + ⅖ = ?

Visual: Use coloured fraction circles to demonstrate.

Model:

• Numerator stays added: 2 + 2 = 4, Denominator stays the same → answer = ⁴⁄₅.

Try one together:

⅜ + ⅜ = ?

Use choral response.

C. Adding fractions with different denominators (5 mins)

Model step-by-step:

¼ + ⅓ = ?

• Find common denominator: 12
• Convert: ¼ = ³⁄₁₂, ⅓ = ⁴⁄₁₂
• Add: ³⁄₁₂ + ⁴⁄₁₂ = ⁷⁄₁₂

Use bar models to visually represent.

Probe understanding: “Why can’t we just add top and bottom?”

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🤝 3. Guided Practice (10 mins)

Partner Work: Distribute mini-whiteboards to pairs.

Teacher calls out 5 problems to practise together:

• Pairs solve the problem.
• Use fraction strips if needed.
• Show boards on the count of 3.
• Discuss 1-2 responses openly with guided questioning.

Example problems:

1. ³⁄₆ + ²⁄₆
2. ⅓ + ⅔
3. ¾ – ¼
4. ⁵⁄₈ – ²⁄₈
5. ⅖ + ⅓ (extension)

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🧠 4. Independent Task – Differentiated Challenge (15 mins)

Differentiated Worksheets – Pupils complete individually based on ability:

• Green Group (Support): Fractions with the same denominators; pictorial support.
• Amber Group (Core): Mixed of same and easy different denominators.
• Red Group (Challenge): Word problems involving multiple steps, mixed numbers.

Teacher and TA to circulate and support. Select 3 students from each group for targeted support depending on need.

Key prompt questions:

• "Can you find an equivalent fraction for this?"
• "What’s a common denominator for both?"

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🎲 5. Fractions Domino Game (5 mins)

Pairs receive printed domino cards.

They must match ends that have equivalent or correctly summed fractions.

Example: Domino ends = ⅔ | ⁶⁄₉ → Match!

Adjust for time. A fun way to consolidate learning with fast thinking.

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🚪 6. Exit Ticket & Review (5 mins)

Exit Ticket Questions (pupils write answers on slips):

1. What is ⅓ + ¼? (Show your method)
2. One thing I learnt today about fractions is...
3. One thing I still find tricky is...

Place ticket in the “Maths Mailbox” at the door.

Optional Plenary Question:
“In what real-life situations might you need to add or subtract fractions?”

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Assessment Opportunities

• Observation during relay and paired whiteboard work.
• Marking differentiated worksheets and exit tickets.
• Use exit answers to plan follow-up intervention in later lessons.

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Inclusion & SEND

• Manipulatives (fraction circles and strips) available for all.
• Mixed-ability seating to promote peer modelling.
• Visual aids and scaffolded examples throughout.
• Teacher-led modelling repeated with slower pacing where needed.

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Extension / Home Learning

Optional Challenge: Create a “Fractions in My Life” diary – over a week, look for examples at home (e.g. ½ a chocolate bar, ¾ cup of milk). Bring in your sheet next week for maths display board.

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WOW Factor / Outside the Box

• Using physical movement and team play as a maths starter builds excitement and physical engagement.
• Fraction dominoes transform consolidation into a game.
• Exit tickets allow quiet reflection, curate instant next-step feedback for the teacher.
• Colour-coded groups remove unnecessary anxiety around pace, and promote inclusion.

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Teacher Notes

• Pace and energy key to maintaining engagement – set countdowns for each task.
• Consider using classroom visualisers for whole-class modelling.
• Celebrate pupil examples during plenary; display best answers in the room.
• Don't forget to snap photos of fraction relay and dominoes for school newsletter / class blog!

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Next Step Lesson:
Multiplying fractions by integers – building on today’s work with models and arrays!

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Prepared by: AI Lesson Planner
Tailored for: UK Year 5 Maths, Structured to Engage, Understand and Excite