Fractions Mastery

Overview

This 60-minute lesson is designed for 30 Year 4 students and follows the National Curriculum for England’s expectations for mathematics. The focus is on recognising and understanding equivalent fractions and adding and subtracting fractions with the same denominator. The lesson incorporates scaffolding strategies to support students with ADHD, dyslexia, and Autism, ensuring an inclusive learning environment.

---

National Curriculum Links

Mathematics - Year 4:

• Number - Fractions:
  • Recognise and show, using diagrams, families of common equivalent fractions.
  • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
  • Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7].
  • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.

---

Learning Objectives

By the end of this session, pupils will:

• Understand the concept of equivalent fractions and identify examples using diagrams.
• Confidently add and subtract fractions with the same denominator.
• Apply fractions knowledge to solve simple real-life problems.
• Develop collaborative problem-solving skills.

---

Resources

• Fraction circles and bars (physical manipulatives)
• Whiteboards and pens (coloured for clarity)
• Visual fraction cards with common fractions (1/2, 1/4, 1/3, 2/3, 3/4, etc.)
• Interactive fraction wall poster (for class display)
• Step-by-step printed guides with colour coding for fractions
• Timer for managing activity periods
• Quiet corner with sensory objects available (for students with ASD)

---

Lesson Structure

1. Engaging Starter (10 minutes)

Objective: Activate prior knowledge and introduce equivalent fractions visually.

• Begin with a short story: "Imagine sharing chocolate bars equally." Show 1 bar split in different ways (2 halves, 4 quarters).
• Use fraction circles to visually demonstrate how 1/2 is equal to 2/4.
• Ask students to use their fraction circles in pairs to find other equivalent fractions from the cards.
• ADHD/Dyslexia support: Use chunked instructions and repeat key vocabulary clearly. Support with simple diagrams on the board.
• Autism support: Provide a visual timetable showing the lesson flow on the board.

2. Teaching Input and Modelling (15 minutes)

Objective: Explicitly teach how to add and subtract fractions with the same denominator.

• Model addition of fractions using fraction bars on the visualiser: e.g. 3/8 + 2/8 = ?
• Emphasise that only the numerator changes when denominators are the same.
• Use colour coding: numerator in red, denominator in blue, plus sign green. Write this formula on the board for reference.
• Break down each step clearly, reiterating instructions twice to support attention.
• Hand out step-by-step guides with visual cues and use multi-sensory methods (highlight key steps, use tapping to show counting numerator).

3. Guided Practice (15 minutes)

Objective: Apply the learning in pairs, with scaffolding and differentiation.

• In pairs, students complete 5 questions on whiteboards: adding and subtracting fractions with same denominators like 5/9 + 2/9 or 7/10 - 3/10.
• Scaffold support: Provide sentence starters such as “The denominators are the same, so I _______.”
• Teachers circulate to prompt and support students needing scaffolding, including those who might lose focus (check in using discreet signals).
• Dyslexia support: Provide number lines with fractions marked for visual reinforcement.
• Autism support: Allow some students to use physical manipulatives (fraction bars) during practice.

4. Independent Challenge (10 minutes)

Objective: Deepen understanding and provide stretch activities.

• Students tackle word problems: “I ate 3/7 of a pizza and my friend ate 2/7. How much did we eat together?”
• Encourage drawing to visualise the problem.
• Provide an extension task with simple equivalent fraction problems for higher-achieving pupils.
• ADHD support: Break tasks into 2–3 minute chunks with a timer and short movement breaks.
• Quiet corner available for any student overwhelmed or needing sensory regulation.

5. Plenary & Assessment (10 minutes)

Objective: Consolidate learning and assess understanding.

• Use a quick-fire quiz on the fraction wall poster: Teacher shows a fraction, and students show corresponding fraction cards or write answers on whiteboards.
• Ask reflective questions: “How do you know that two fractions are equivalent?” / “What do you do when adding fractions with the same denominator?”
• Self-assessment with a traffic light system on confidence (red, amber, green cards).
• Collect whiteboards to review answers and identify misconceptions for next lesson planning.

---

Differentiation & Support

Need	Strategies
ADHD	Chunk instructions, use timers, incorporate movement breaks, provide visual schedules.
Dyslexia	Use coloured overlays for reading instructions, multi-sensory learning, avoid long text.
Autism	Use visual supports and clear expectations, quiet space access, predictable routines.

---

Assessment & Feedback

• Formative assessment through observation during paired work and plenary activities.
• Targeted verbal feedback based on misconceptions identified during guided practice.
• Use whiteboard responses to quickly gauge understanding.
• Note students requiring follow-up or tailored intervention based on self-assessment and teacher observations.

---

Reflection & Next Steps

• Adapt next lesson to revisit tricky concepts for students needing more support, especially for recognising non-unit fractions.
• Plan a practical ‘fractions in cooking’ activity to consolidate understanding of adding fractions through measuring ingredients.

---

This structured yet flexible approach ensures all students, including those with additional needs, access, engage with, and master fractions in line with the UK National Curriculum, ensuring progression and confidence in key mathematical skills.