Fractions · B3 Mathematics

Lesson notes

Learning Objectives

Indicator: B3.1.3.1.1 - Understand a unit fraction by explaining the fraction 1/f as the quantity obtained by taking 1 part when a whole is partitioned into f equal parts and that a fraction 1/f is the quantity obtained by taking parts of the 1/f size

By the end of the lesson, learners can:

Define a unit fraction as one part of a whole that has been divided into equal parts.
Identify unit fractions (1/2, 1/3, 1/5, 1/10) from pictorial representations and card cut-outs.
Write the correct fraction symbol (for example, 1/2, 1/3, 1/5) for a shaded portion of a shape.
Draw a shape divided into equal parts and shade one part to represent a given unit fraction.
Explain in their own words why all parts of a whole must be equal for a fraction to be correct.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Fractions (1.3)
Content standard: B3.1.3.1 - Develop an understanding of fractions using concrete and pictorial representations and write fractions in words and symbols
Indicator: B3.1.3.1.1 - Understand a unit fraction by explaining the fraction 1/f as the quantity obtained by taking 1 part when a whole is partitioned into f equal parts and that a fraction 1/f is the quantity obtained by taking parts of the 1/f size
Suggested placement: Term 2, Week 7 (Week 19 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.57
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 57
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Use several pictorial representations (or card cut outs) to introduce unit fractions like half, thirds, fifths, tenths, etc. and ask learners to identify the fractions A, B, C, D, and E
E.g.2. Introduce the fraction notation by explaining the fraction one-half as the quantity obtained by taking 1 part when a whole is partitioned into 2 equal parts and is represented by 1/2; ask learners to write symbols for the fractions A, B, C, D, and E

Fraction circles A-E to name. The wide colour table is arranged with horizontal divisions, vertical divisions,... — Fraction circles A-E to name. The wide colour table is arranged with horizontal divisions, vertical divisions, coloured regions.

E.g. 3. Ask learners to match pictorial representations of fractions to their symbols

Fraction circles matched to 1/4, 1/2, 1/3, 1/5. The wide colour table is arranged with horizontal divisions,... — Fraction circles matched to 1/4, 1/2, 1/3, 1/5. The wide colour table is arranged with horizontal divisions, vertical divisions, coloured regions.

E.g. 4. Use several pictorial representations (or card cut outs) to introduce multiples of unit fractions like thirds, fifths, tenths, etc., show the notations 2/5, 3/8, 4/12, etc. and ask learners to draw and label fractions with their symbols.

Shapes for multiples of unit fractions (2/3, 3/4, 4/5, 5/6). The wide colour table is arranged with horizontal... — Shapes for multiples of unit fractions (2/3, 3/4, 4/5, 5/6). The wide colour table is arranged with horizontal divisions, vertical divisions, coloured regions.

E.g. 5. Ask learners to colour given fractions in given shapes with equal portions or match fractions to shaded regions. The fractions in the indicator text and in E.g. 2 and E.g. 4 are set as stacked numerator over denominator; they are written here inline as 1/f, 1/2, 2/5, 3/8 and 4/12.