Exploring Fractions Actively

Overview

This 35-minute lesson is designed for Year 3 students to develop a concrete understanding of fractions as equal parts of a whole. The activities align with the National Curriculum for England: Key Stage 2 Mathematics specifically addressing fractions in Number – fractions (Year 3). The aim is to foster conceptual understanding through hands-on tasks, encouraging exploration, discussion, and reasoning.

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National Curriculum Links

Mathematics – Number: Fractions (Year 3)

• Pupils should be taught to:
  • 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 the equivalence of simple fractions

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Learning Objectives

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

• Identify and name unit fractions (e.g., 1/2, 1/3, 1/4) and non-unit fractions of a whole and a set of objects
• Represent simple fractions using physical objects and drawings
• Understand the concept of equal parts to form fractions
• Begin to recognise equivalent fractions through hands-on exploration

Key Vocabulary: fraction, unit fraction, numerator, denominator, whole, part, equivalent

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Resources

• Paper plates (1 per student) or large circular card
• Coloured card or paper strips cut into equal parts (e.g. 2, 3, 4)
• Scissors
• Glue sticks
• Large laminated fraction cards (1/2, 1/3, 1/4, 2/4, 3/4)
• Whiteboards and pens
• Counters or coloured cubes (sets of 12 per student)
• Visual fraction wall or chart for reference

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Lesson Structure

1. Introduction (5 minutes)

• Recap from prior knowledge: show a whole object, discuss “whole” and introduce the idea that parts can make up a whole.
• Introduce the vocabulary with visual aids: numerator, denominator, fraction.
• Explain what a unit fraction is (1 part of the whole) with an example.

Teacher script suggestion:
“Imagine you have a pizza. If you cut the pizza into two equal slices, each slice is called a half. One slice is 1/2 of the pizza. Today we’re going to explore fractions by cutting our own paper pizzas!”

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2. Main Activity: Paper Pizza Fraction Creation (20 minutes)

• Hand out paper plates and pre-cut strips of different lengths representing equal fractional parts.
• Pupils fold or glue coloured strips onto their paper plates representing fractions: halves, thirds, and quarters.
• They label each part with fraction cards and write the fraction on their whiteboards.
• Extension: Pupils create fractions with multiple parts, e.g., shade 2 quarters and discuss how 2/4 is equivalent to 1/2.
• Circulate and question pupils to prompt reasoning:
  • “How do you know these parts are equal?”
  • “Can 2/4 and 1/2 be the same amount?”

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3. Interactive Group Challenge (7 minutes)

• Pupils work in small groups of 4-5, each group gets a set of counters and fraction cards.
• Challenge: Using counters, form groups equal to a unit fraction (e.g., 1/3 of 12 counters) and show it physically.
• Groups explain their reasoning to the class or partner.
• Teacher selects some groups to demonstrate equivalence (e.g., 3/6 = 1/2) with counters.

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4. Plenary: Reflect and Assess (3 minutes)

• Brief whole-class discussion: What fractions did we explore today? What does the bottom number (denominator) tell us?
• Quick quiz: Using whiteboards, pupils write the fraction shown by a shaded part on a displayed paper plate or on the board.
• Self-assessment: thumbs up/down for confidence in recognising and creating fractions.

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Assessment Opportunities

• Observe pupils’ ability to divide paper plates into equal parts correctly.
• Listen to explanations during group work and questioning to assess conceptual understanding.
• Review whiteboard responses during plenary for correct identification of fractions.
• Informal one-to-one check-ins during activity for tailored support or challenge.

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Differentiation

• Support: Provide pre-cut pieces for pupils struggling with cutting/folding accurately. Use more concrete materials like fraction circles.
• Challenge: Encourage pupils to explore equivalent fractions beyond 1/2 and 2/4, e.g., 3/6, and to explain equivalence using mathematical language.

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Extension Ideas

• Use fraction strips or fraction walls at home to identify fractions in everyday objects.
• Create fraction stories or word problems based on “sharing” scenarios to promote reasoning.

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This hands-on, discussion-rich lesson blends practical and reflective learning while fully addressing the Year 3 fractions objectives in the National Curriculum for England. It promotes deep understanding, collaboration, and confidence in handling fractions through familiar, engaging contexts.