Fraction Foundations

Overview

This 45-minute lesson introduces Year 5 students to fractions in line with the New Zealand Curriculum refresh (nz_nzc_refresh) and the UK National Curriculum guidance (SMOKE approach). The lesson focuses on helping students identify, represent, read, and write fractions, with an emphasis on understanding parts of a whole using symbolic notation and visual models.

The lesson is designed for 20 students and integrates interactive activities to build conceptual understanding, aligned with NZC Year 5 learning objectives and progressions within the rational numbers strand.

Curriculum Links

New Zealand Curriculum (nz_nzc_refresh) Year 5 Mathematics

Rational numbers: Identify, read, write, and represent fractions of sets and regions; compare and order fractions with denominators including 2, 3, 4, 5, 6, 8, 10, 12, or 100; recognise equivalent fractions and represent fractions in simplest form.
Mathematical proficiency: Use mathematical language to describe fractions (numerator, denominator, equal parts). Organise and communicate mathematical ideas using representations such as bar models and number lines.
Develop fluency in finding unit fractions and fractions of whole numbers using multiplication and division facts.
Place fractions on marked and unmarked number lines to reinforce understanding of fraction magnitude.

UK National Curriculum (SMOKE approach)

Introduces fractions as parts of a whole, using both visual and symbolic representations.
Encourages understanding of numerator and denominator.
Supports progression from unit fractions to more complex fractions.
Emphasises real-world contexts and using fractions in problem solving.

Learning Objectives

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

Identify and represent simple fractions such as halves, thirds, quarters, fifths, sixths, and eighths as parts of a whole using concrete materials and pictorial representations.
Explain the meaning of numerator and denominator in a fraction.
Write fractions using standard fraction notation and words.
Recognise and explain equivalent fractions with denominators 2, 4, and 8.
Place fractions on a number line to develop an understanding of fraction size.

Key Competencies Addressed (NZC)

Thinking: Developing an understanding of fractions through reasoning and problem-solving.
Using language, symbols, and text: Talking about, writing, and interpreting fractions and mathematical symbols.
Relating to others: Collaborative group work and discussion on fraction concepts.
Managing self: Working independently on fraction challenges.
Participating and contributing: Sharing ideas to build collective understanding.

Resources Needed

Paper strips cut into equal parts (for folding activities)
Fraction walls or paper fraction strips
Whiteboards and markers
Number lines (large classroom display and individual strips)
Maths journals or paper for recording
Counters or small objects for grouping
Visual fraction cards representing halves, thirds, quarters, fifths, sixths, eighths
Worksheets with fraction identification and number line activities

Lesson Activities

Starter Activity (10 minutes)

“Fraction Hunt” - Whole Class Interactive Discussion

Show physical fraction strips and fraction wall on the board.
Demonstrate folding a paper strip into halves, quarters, eighths.
Ask: “What fraction of this strip is shaded? What do the numbers mean?”
Define numerator and denominator using visual and symbolic notation.
Quick oral repetition: “The bottom number (denominator) tells us into how many equal parts the whole is divided. The top number (numerator) tells us how many parts we have.”

Links to NZC: Use mathematical language to develop fractions as shared equal parts .

Main Activity (20 minutes)

Hands-on Explorations

Paper Folding and Fraction Walls
- Students fold paper strips into equal parts to make halves, quarters, eighths.
- Label fractions on strips using words and symbols.
- Build a fraction wall by stacking strips.
- Discuss equivalence (e.g., two quarters = one half).
Number Line Placement
- Demonstrate placing fractions on a large classroom number line (between 0 and 1).
- Hand out number line strips; students place fraction cards correctly.
- Compare fractions visually to understand size ordering.
Fraction Writing and Reading Practice
- Students record fractions from their strips and number lines in symbols and words.
- Teacher guides correct notation (“three eighths” = 3/8).

*Links to NZC: Identify, represent and compare fractions, use number lines, explore equivalence 【4:4†Te Mataiaho Maths 0-8 (2).pdf】nutes)

“Fraction Matching Relay”

In groups of 4-5, students receive fraction cards and visual models separately.
Work together to correctly match fraction symbols to visual representations (e.g., 1/4 to a quartered circle).
Groups present one matched pair and explain fraction parts and equivalence if applicable.

Encourages communication and reasoning, addressing NZ competencies of relating to others and thinking.

Plenary and Reflection (5 minutes)

Quick recap quiz on identifying numerator and denominator.
Ask “Which fraction is bigger: 3/8 or 1/2? How do you know?”
Invite students to give examples of fractions from everyday life (e.g., slicing pizza, money).
Set a follow-up challenge: “Find and draw a fraction of something at home.”

Assessment and Feedback

Observe students during activities for correct use of vocabulary and notation.
Review fraction placement on number line strips for understanding of fraction size and order.
Check fraction writing in maths journals for accuracy.
Use group challenge presentations to assess collaborative understanding and explanation skills.

Differentiation

Support: Provide additional one-on-one support with folding and fraction strip labelling. Use concrete materials extensively.
Extension: Challenge advanced students to find equivalent fractions beyond halves, quarters and eighths, and identify simplest forms. Introduce fraction addition with the same denominator.

Notes and Considerations

Emphasise the concept of “equal parts” to avoid misconceptions.
Use everyday contexts to make fractions meaningful and relevant.
Regularly recycle fraction vocabulary to build confidence and precision in language.
Link to future learning: fractions as division and connection to decimals will be developed in later years.

This lesson plan implements the Year 5 NZC rational numbers strand in alignment with the Te Mātaiaho framework and incorporates the SMOKE UK approach to introducing fractions, balancing conceptual development with hands-on and collaborative learning experience .

Teaching Instructions