Sharing Fractions Fairly

Overview

Students explore fractions as equal parts of shapes, lengths, sets and quantities. They use practical objects, visual models and fraction notation to recognise, find, name and write halves, thirds and quarters, including the equivalence of two quarters and one half.

Learning intentions

• WALT recognise equal parts as fractions.
• WALT find and name one half, one third and one quarter of a shape, set or quantity.
• WALT write simple fractions using numerator and denominator notation.
• WALT recognise that two quarters are equivalent to one half.

Success criteria

• I can check that a whole has been split into equal parts.
• I can show and name a half, a third or a quarter.
• I can find a fraction of a small group of objects.
• I can explain or show that 2/4 is the same amount as 1/2.

Curriculum links

• Number – fractions, Year 2: recognise, find, name and write one half, one third, one quarter, two quarters and three quarters of lengths, shapes, sets and quantities.
• Number – fractions, Year 2: write simple fractions of quantities and recognise the equivalence of two quarters and one half.
• Builds towards Year 3 work on recognising and finding unit and non-unit fractions of discrete sets.

Lesson structure (45 minutes)

1. 0–5 min · Hook: fair or unfair? Teacher opens the fraction introduction slides and shows four identical toy-sharing pictures, including one unfair division; students use thumbs up/down, pointing, symbols or AAC to decide which sharing is fair. Teacher says: “Fractions are equal parts of one whole,” and introduces the words whole, equal, half, third and quarter. Students repeat, sign, point to or select the matching visual word.

2. 5–13 min · Model equal parts. Teacher uses a paper rectangle and circles on the equal-parts modelling slides to fold or draw halves, thirds and quarters, deliberately showing one unequal example for comparison. Students help identify the number of equal parts and match each model to 1/2, 1/3 or 1/4. Use a consistent visual grid: “The bottom number tells how many equal parts; the top number tells how many parts we have.”

3. 13–23 min · Practical guided practice. Teacher gives each pair counters, linking cubes or classroom objects and displays the prompts from the practical fraction prompts: “Find 1/2 of 6,” “Find 1/3 of 6,” “Find 1/4 of 8.” Students share objects into equal groups, circle or move the required group, then say, point to or construct a response such as “One half of six is three.” Adult support checks that students distribute one object at a time and recount each equal group.

4. 23–34 min · Independent or supported task. Teacher distributes the accessible fraction practice worksheet and models the first question using counters before students work independently, with a partner or alongside an adult. Students shade or circle fractions of shapes, match fraction words to pictures, find fractions of small sets and write the matching notation. The teacher checks each child after two questions, reducing the number range or covering unused questions where needed.

5. 34–40 min · Equivalence investigation. Teacher returns to the two quarters and one half slides and places four equal parts beside a model showing two of those parts. Students colour or select two quarters, compare them with one half and complete the visual statement: “2/4 is equal to 1/2.” Higher-attaining students explain how the models prove this and find another set or shape where two of four equal parts is shaded.

6. 40–45 min · Review and exit check. Teacher displays the review and exit-question slide and asks each student one suitably challenging question: identify 1/2, find 1/4 of 8, or complete 2/4 = __. Students respond by speaking, pointing, choosing a symbol, moving objects or using AAC. Teacher records the response and one next step.

Resources

• the fraction lesson slide deck
• the accessible fraction practice worksheet
• Large paper shapes and strips
• Counters, linking cubes or small classroom objects
• Mini whiteboards and pens
• Fraction word, symbol and picture cards
• Individual AAC choice boards or communication devices
• Coloured pencils, highlighters and glue
• Visual timer and first–then board

Assessment

• During modelling, ask students to show whether parts are equal and observe whether they use the denominator to identify the number of parts.
• During practical work, check accurate equal grouping for halves, thirds and quarters; record whether each student can name, represent and find the fraction.
• Use the final response to identify whether the student needs further work on equal parts, fraction notation, fractions of quantities or the equivalence of 2/4 and 1/2.

Differentiation

• SEND and access: Use large, uncluttered, colour-coded models; provide one instruction at a time, physical objects, repeated demonstrations and a visual now/next sequence. Accept pointing, eye gaze, signing, object selection or AAC as valid mathematical communication.
• Preverbal child: Prepare an individual board showing whole, equal, half, third, quarter, same, more and finished, with matching photos or symbols. Offer two choices, such as “half or quarter?”, and allow the child to demonstrate by selecting or moving parts. Use only one or two key spoken words at a time, such as “equal parts”, “find half” or “same”.
• Dyslexia-friendly options: Use a clear sans-serif font, large print, generous spacing, cream or pale-coloured paper, minimal text and picture-supported instructions. Read every question aloud, provide fraction words alongside symbols and avoid requiring copying from the board.
• Support and EAL: Work with six students in pairs or a teacher-led group; use gestures, real objects, sentence frames such as “One ___ of ___ is ___”, and repeated vocabulary. Reduce quantities to 4 or 6 and provide pre-drawn shapes where necessary.
• Higher attainment: Ask students to find 3/4 of 8, compare different representations, create a correct and an incorrect fraction model, and justify why 2/4 and 1/2 represent the same amount.

Extension

• Challenge students to design a “fair sharing” picture for 1/2, 1/3 or 1/4 and write the matching fraction statement.
• Ask students to find several quantities that have a whole-number half or quarter, then explain their strategy using drawings, objects or words.