| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Understanding Fractions
Suitable for Primary School students (Year 3-5)
Mathematics
30 Minutes
20 Students
The lesson corresponds to the UK National Curriculum for Mathematics, particularly focusing on fractions within the number sense and operations units.
Students will complete a worksheet on fractions to reinforce the day's lesson, which will be checked at the beginning of the next lesson without students presenting their work.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 min | Begin with a brief explanation of fractions. Use visual aids to illustrate the concept. |
| 2 | Group Activity with Printable Cards | 10 min | Distribute printable fraction cards. Guide students to fill out fractions as per examples shown. |
| 3 | Comparing and Ordering Fractions | 5 min | In pairs, students compare their filled-out fraction cards and discuss their answers. |
| 4 | Adding Fractions | 5 min | Teach how to add fractions with like denominators using a visual method. |
| 5 | Random Checking Activity | 3 min | Collect or randomly check the filled-out cards to assess understanding and clarity. |
| 6 | Review and Closing | 2 min | Summarise key points, clarify any misunderstandings, and explain homework assignment. |
"Good morning, everyone! Today, we are going to learn about fractions. Can anyone tell me what a fraction is? [Pause for responses] That's right! A fraction represents a part of a whole. To help us understand this better, I have some visual aids here. [Show pie charts and bar models]
Look at this pie chart. If I divide it into 4 equal parts and shade 1 part, what fraction do we have? [Encourage responses] Yes, we have 1/4! Great job! Now, let's remember that fractions tell us how many parts we have out of a total number of equal parts. Let’s discover more about fractions today!"
"Now, I have some printable fraction cards for each of you. [Distribute the cards] I would like you to look at these examples I’ve put on the board. [Use examples on the board]
Your task is to fill out your fraction cards to match the examples. For instance, if the example shows 2 out of 4 shaded, you will write that as 2/4. I want you to work in pairs and help each other if you have any questions.
You have 10 minutes to complete this. Ready? Go!"
"Time’s up! Now that you have filled out your fraction cards, I’d like you to pair up with another student and compare your cards.
Discuss with your partner: which fraction is larger, and why? You can place your cards in order from the smallest to the largest. Remember to explain your reasoning to each other.
You have 5 minutes for this activity. Let’s get started!"
"Alright, everyone! I hope you enjoyed comparing your fractions. Now, let’s move on to adding fractions, but we'll focus on fractions that have the same denominator.
[Draw a visual representation on the whiteboard] Look at this example: if we have 2/4 and we want to add 1/4, how many quarters do we have in total? Yes, that's right! We combine the numerators while keeping the denominator the same. So 2/4 + 1/4 equals 3/4.
Let’s practice this with another example together. If I have 3/6 and I add 2/6, what do I get? [Encourage responses and guide them to the answer] Excellent! You all are following along wonderfully."
"Now we’re going to do a quick check to see how well you understood the work you did with your fraction cards. I need you to pass your cards to the person sitting next to you.
I’ll come around and randomly check a few of the cards. Don’t worry, this is just to see how we’re doing, and I’ll give you feedback on how to improve. Thank you for your cooperation!
This will take only a few minutes."
"Great job today, everyone! Let’s quickly review what we learned. We explored what fractions are, how to compare and order them, and how to add fractions with like denominators.
Does anyone have any questions about the things we’ve covered? [Allow time for questions]
As for your homework, I’d like you all to complete the worksheet on fractions that I will hand out. This will help reinforce what we've learned today, and remember, we'll check this at the start of our next lesson, but you won't present your work.
Thank you for your hard work! Have a great day!"
| Question | Answer |
|---|---|
| What is a fraction? | |
| How do we represent the fraction for 1 shaded part out of 4 equal parts? | |
| When comparing fractions, what do we need to consider? | |
| How do you add fractions with the same denominator? | |
| What would be the sum of 3/6 and 2/6? | |
| Why is it important to explain your reasoning when comparing fractions? | |
| What are some visual aids that can help us understand fractions? | |
| Can you give an example of a fraction greater than 1/2? | |
| How can we check if our fraction cards are correct? | |
| What homework assignment did we receive today? |
Can you explain what a fraction represents using your own words? How might you describe it to someone who has never encountered fractions before?
If we have a pie chart divided into 8 equal parts and 3 parts are shaded, what fraction does that represent? How did you determine that?
Think about the fractions you compared earlier. What might be a real-life scenario where you would need to compare fractions, and why is it important?
If I have 5/10 and I want to add 3/10, what will be the total? Can you show your thought process in figuring that out?
How would you explain to someone why it is necessary to have like denominators when adding fractions? What happens if the denominators are different?