Fraction Foundations

Overview

Students review how fractions describe equal parts of one whole, identify unit fractions, and use numerator and denominator vocabulary. They complete a short daily fraction practice routine that prepares them to generate equivalent fractions and compare fractions later in the unit.

Learning intentions

Students will be able to:

• Identify equal parts of the same whole.
• Explain the roles of the numerator and denominator.
• Represent and name unit fractions.
• Use a visual model and fraction vocabulary to explain their thinking.

Success criteria

• I can explain why fraction parts must be equal in size.
• I can identify the numerator and denominator.
• I can represent a unit fraction such as one-fourth.
• I can explain what a fraction shows about one whole.

Curriculum links

• Number and Operations—Fractions: recognize and generate equivalent fractions using visual fraction models.
• Number and Operations—Fractions: understand a fraction as a multiple of a unit fraction.
• Number and Operations—Fractions: compare fractions only when they refer to the same whole, using visual models and mathematical symbols.
• Number and Operations—Fractions: solve fraction problems involving the same whole and like denominators.

Lesson structure (30 minutes)

1. 0–4 min · Hook and notice. Teacher displays a rectangle divided into four equal parts and a second rectangle divided into four unequal parts using the opening fraction comparison. Ask, “Which picture could represent one-fourth? How do you know?” Students silently observe, then share a claim and reason with a partner.

2. 4–10 min · Direct teach: equal parts and vocabulary. Teacher uses the vocabulary and visual-model slides to model one whole partitioned into equal parts. Explicitly define whole, fraction, equal parts, numerator, denominator, and unit fraction; point to each part as the terms are introduced. Students annotate or copy a simple labeled model on the fraction foundations practice sheet and explain the denominator as the total number of equal parts.

3. 10–16 min · Build and talk. Teacher gives pairs a fraction wall and strip set, the fraction wall and strip cards, and prompts them to locate one-half, one-third, one-fourth, and one-eighth. Emphasize that each unit fraction names one equal part and that the size of the part changes when the whole is partitioned differently. Students build or point to each fraction, say its name, and complete the sentence: “The denominator tells me ___, and the numerator tells me ___.”

4. 16–24 min · Daily fraction practice routine. Teacher displays the daily practice routine and models the four-part routine: Draw, Label, Read, Explain. Students complete the first three prompts on the fraction foundations practice sheet independently, drawing models for one-half, three-fourths, and one-eighth, labeling numerator and denominator, and writing each fraction in words. Circulate and ask, “Are the parts equal?” and “What does the denominator tell you?”

5. 24–27 min · Partner check and correction. Teacher displays the partner-check prompts and pairs compare one answer, selecting one model to defend. Students use the sentence frame, “I know this represents ___ because the whole is divided into ___ equal parts and ___ part(s) are shaded.” Partners check for equal parts, correct vocabulary, and a matching shaded amount.

6. 27–30 min · Exit check and close. Teacher distributes the success criteria exit ticket slips and asks students to complete the fraction statement shown on the closing and exit-ticket slide. Students draw a model for one-third, label the numerator and denominator, and finish: “A fraction must refer to equal parts of ___.” Collect slips as students leave and briefly restate that fractions describe parts of the same whole.

Resources

• the fraction foundations slide deck
• the fraction foundations practice sheet
• the fraction wall and strip cards
• the success criteria exit ticket slips
• Pencils and colored pencils
• Document camera or interactive display
• Fraction vocabulary anchor chart or board space

Assessment

• During modeling, listen for students explaining that the denominator names the total number of equal parts and the numerator names the parts being considered.
• Check pair work and worksheet models for equal partitions, accurate labels, and correct fraction names; immediately redraw models that do not show equal parts.
• Use the exit slip to identify students who need additional support with vocabulary, unit fractions, or representing equal parts before the next lesson.

Differentiation

• Support students who need a scaffold with pre-drawn wholes, color-coded numerator and denominator labels, and the sentence frames “The whole is divided into ___ equal parts” and “___ part is shaded.”
• Allow students with fine-motor or writing needs to point to and build models with the fraction strips, dictate explanations, or respond orally before recording.
• Provide EAL support through gestures, labeled visuals, repeated oral rehearsal, and partner practice of whole, equal parts, numerator, denominator, and unit fraction.
• Challenge students who finish early to draw two different wholes partitioned into fourths and explain why one-fourth can look different while representing the same fraction of its own whole.