Discovering Fair Shares

Overview

Subject: Maths
Year Group: Year 3 (Ages 7–8)
Time: 45 minutes
Class Size: 30 pupils
Main Focus: Introduction to Fractions
Curriculum Link:
2014 National Curriculum for Mathematics (England) – Year 3

Mathematics Programme of Study:
Number – Fractions (including decimals):

• Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
• Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
• Understand that the larger the denominator, the smaller the parts (comparing unit fractions).

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Learning Objectives

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

• Define a ‘fraction’ and explain what a numerator and denominator represent.
• Recognise and identify ½, ⅓, and ¼ using real-life contexts.
• Find simple fractions (½, ⅓, ¼) of a set of objects using physical resources.

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Success Criteria

✔ I know a fraction means 'equal parts'.
✔ I can split objects or groups into equal parts.
✔ I can name and show ½, ⅓, and ¼ correctly using materials.

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Vocabulary

• Fraction
• Equal parts
• Half (½)
• Third (⅓)
• Quarter (¼)
• Denominator
• Numerator
• Whole

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Resources

• Large paper pizza cut-outs (card circles)
• Fraction cards (½, ⅓, ¼)
• Mini whiteboards and pens
• Counters/multilink cubes (for sharing into groups)
• Plates and plastic food (for a role-play activity)
• Interactive whiteboard or paper visuals
• Pre-cut fraction strips
• Lesson slides (teacher-developed)
• Timer or soft bell

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Teaching Approach

This lesson follows a Concrete – Pictorial – Abstract approach (CPA), ensuring the concept is physically experienced, visually reinforced, and then represented numerically.

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Lesson Structure (45 mins)

⏰ 0–5 mins | Starter — “Would You Share?”

Activity: Think–Pair–Share

• Display an image of a child with a chocolate bar wanting to share it.
• Pose the question: “If two friends want to share this chocolate fairly, what should they do?”
• Discuss what fair means and introduce the idea of equal parts.
• Reinforce that fractions are about making things equal.

Goal: Activate prior understanding around sharing and fairness.

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⏰ 5–15 mins | Input — What is a Fraction?

Teacher-led Explanation:

• Use a large cardboard pizza to demonstrate splitting into halves, thirds, and quarters.
• Introduce key terms: whole, part, fraction, equal parts, numerator, denominator.
• Draw fractions on the board: ½, ⅓, ¼ — include the vocabulary visually.
• Use analogy: If the ‘whole’ is our class birthday cake, we must cut it so each person gets the same!

Engagement Tip: Students vote with thumbs: Is this part fair? (Show different ‘sharing’ scenarios.)

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⏰ 15–25 mins | Main Activity — Fraction Pizza Stations 🍕

Overview: Rotational group activities (6 tables, 5 students per table). Each table focuses on one fraction concept.

Station	Activity Description
🍕 Table 1: Halves	Students cut pizza circles into 2 equal parts with scissors.
🍕 Table 2: Quarters	Colour in ¼ of various shapes using templates and fraction cards.
🍕 Table 3: Grouping	Use multilink cubes to make groups of 4 and find ¼ of 12, 8, etc.
🍕 Table 4: Matching	Match pictures of objects split unequally with correct fraction labels.
🍕 Table 5: Role Play	Share plastic food between friends on plates: “Show me ½ a donut.”
🍕 Table 6: Number line	Place fractions correctly on a simple labelled number line from 0–1.

Teacher & TA role: Circulate and question. Prompt pupils to explain why their fraction is correct and how they know.

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⏰ 25–35 mins | Whole Class — Concrete to Pictorial

Mini-plenary Quiz – “Fraction or Not?”

• Show quick images on whiteboard (e.g. shape shaded unequally/fairly).
• Pupils hold thumbs up/down or write ‘Fraction’ or ‘Not’ on whiteboards.
• Ask: Is this ¼? Why or why not?

Reinforce importance of equal parts.

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⏰ 35–40 mins | Challenge: Abstract Thinking 💭

Activity: Mini Maths Journal (Individual Work)

On folded A5 paper, pupils complete:

➡ “1 thing I learned about fractions today is…”
➡ “Draw and label what ½ looks like using shapes, not numbers.”
➡ “Can you think of a time in real life we use fractions?” ✏️

Great for assessment and encouraging metacognition.

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⏰ 40–45 mins | Plenary — ‘Fraction Detectives’

Review Game (whole-class):

• Hide fraction cards in envelopes under chairs or around room.
• Pupils find a card and have 30 seconds to say:
  “My card says ⅓. That means the whole is split into 3 equal parts and I have 1.”

Wow Factor Moment:
Play ‘Fraction Showdown!’ – Rapid fire last-minute quiz — “Is this a real fraction?” “Which is bigger: ½ or ¼?”

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Assessment for Learning (AfL)

✔ Observing pair and group work at stations
✔ Questioning during plenary & pizza activity
✔ Responses in mini journals
✔ Exit cards / verbal responses
✔ Peer explanations using fraction language

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Differentiation

Support:

• Use visual fraction strips
• TA support at group station
• Choose lower numbers for finding fractions of quantities (e.g. ½ of 8)

Challenge:

• Ask pupils to find more than 1 fraction (e.g. 2/4 of 12)
• Introduce equivalence (e.g. 2/4 = ½) visually
• Invite pupils to create their own "Fraction Fair Test"

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Cross-Curricular Links

• PSHE: Fairness, sharing, collaboration
• Art & Design: Creative paper fraction pizzas
• Literacy: Fractions in storytelling ("Half the Cake" tale writing)

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Reflection & Next Steps

After the lesson:

• Review which pupils were secure with the concept of equal parts.
• Identify those ready to move on to comparing and ordering fractions.
• Plan future lessons to cover:
  • Fractions as numbers on a number line
  • Equivalent fractions
  • Fraction addition using the same denominator

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“Understanding fractions starts with a slice of curiosity and the joy of sharing.” 🍰

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