Unit O1: Fractions
Year levels: Year 1-2
Teacher: Stage 1
Orange Cluster
Orange Public School DET NSW
Mathematics Program – Fractions
1
Outcomes
NES1.4
Describes halves,
encountered in
everyday
contexts, as two
equal parts of an
object
NS1.4
Working
Mathematically
WMS1.1
Asks questions
that could be
explored using
mathematics in
relation to Stage
1 content.
WMS1.2
Uses objects,
diagrams, imagery and
technology to explore
mathematical
problems.
Quality
Teaching:
Deep Knowledge, Deep Understanding, Problematic Knowledge, Higher-Order Thinking, Metalanguage, Substantive
Communication, Explicit Quality Criteria, Engagement, High Expectations, Social Support, Students’ Self-Regulation,
Student Direction, Background Knowledge, Cultural Knowledge, Knowledge Integration, Inclusivity, Connectedness,
Narrative
Cultural
Perspective:
Language:
Indicators
Learning
Maps
Non
verbal
4
5
Describes and
models halves and
quarters, of objects
and collections,
occurring in
everyday situations
Symbols
& images

Land
Links

6
7
8
Term 2
Week or time
period
2
3
Stage 1 Yr1
9
10
11
NS2.4 Models,
compares and
represents
commonly used
fractions and
decimals, adds and
subtracts decimals
to two decimal
places, and
interprets everyday
percentages.
NS3.4 Unit 1
Compares, orders and
calculates with
decimals, simple
fractions and simple
percentages
Model and
describe a half
and quarter or a
quarter of a
whole object
Use fraction
notation 12 and 14
WM1.3
Describes
mathematical
solutions and
methods using
everyday language,
actions, materials,
diagrams and
symbols.
WM1.4
Supports conclusions
by explaining or
demonstrating how
answers were
obtained.
WM1.5
Links
mathematical
ideas and makes
connections with,
and
generalisations
about, existing
knowledge and
understanding in
relation to Stage
1 content.
NonLinear
DeconstructReconstruct
Story
Sharing
Community
Links
group, divide, quarters, part, part of, other part, equal, equal parts, about a half, more than a half, less than a
half, one part out of two, two equal parts, one half, one part out of four, four
equal parts, one quarter
8 ways
Learning Experiences
Differentiat
ion
Reg
ister
Preassessment.
What do my
students know
and understand
now?
Half and quarter the people in a family are male. What
might the family look like? Draw it.
How many different ways can you cut a square into
quarters?
Open ended
Yarn up: personal experience incorporating
dividing/sharing something eg: birthday cake/pizza
Students tell their stories using Think-Pair –Share
KWLKnow, Want to Learn, Learnt) brainstorm with
students the language of position.
Learning map should be re-visited throughout the learning
cycle.
Mathematics K-6 Syllabus p. 61
Mathematics K-6 Sample Units of work
pp. 52-56
Fractions: pikelets and lamingtons p.11 – 31

Learning Object-What is a fraction
http://www.kidsolr.com/math/fractions.html
Introduce the concept of a half and quarter by folding a piece of
paper in half and quarter. Discuss.
Invite individual students to come out and fold different shaped
pieces of paper in half and quarter. Compare halves to make sure
they are exact. Discuss. Direct comparison
Discuss how a half and quarter can be written – 1 part out of 2 or
½.
Fractions of money (Year 2). Activity below
Model and
describe a half and
quarter of a
collection of
objects
Activity stations:
Can you
 Making shapes out of playdough and cut them in half show ¼?
and quarter
 Folding and then cutting various symmetrical paper
shapes in half and quarter.
 Activity sheet (see attached stencil)
 Draw a shape on the fold of a piece of paper, cut out
while paper is folded then cut along fold line.
Students record all results by drawing pictures or pasting
work into books and writing ½ next to examples of ½.
Rotate around activity stations every 6 minutes.
More ideas - Exploring fractions – Bev Dunbar P21
Students share with the rest of the class some of the things
they divided in half and quarter and talk about how they
know it is in half and quarter and how they worked it out.
Show class some non-symmetrical paper shapes and discuss
whether they can be cut exactly in half and quarter.
Model and
describe a half and
quarter or a
quarter of a
collection of
objects
Exploring Fractions - BevDunbar
Picture It – Cut out magazine pages. Cut into 2 equal parts
(half and quarter) and then 4 equal parts (quarters)
Cut quarters
in half (2
equal parts)eighths.
Colour the cakes 1 and 2 ( Curriculum support Maths K-6
Programming support)
The activity
can be
extended
showing a
quarter and
three
quarters.
How many?
Students use a collection of objects e.g.counters, blocks, pegs.
One student selects a number of objects and covers up half the
objects with their hand. Their partner is
then asked:
How many counters are under my hand?
How many counters are there altogether?
How do you know?
Have workstation problems set up for small groups as
below. Each workstation should have the problem written
down, some concrete materials to represent to items to be
divided, blank paper and pencils.
A farmer has to put 16 sheep into 2 OR 4 paddocks equally.
A lady wants to put 16 plants into 2 OR 4 gardens equally.
A mum wants to give 8 patty cakes to 2 OR 4 children
equally.
A dad wants to share 24 lollies to 2OR 4 children equally.
A child wants to share 4 trading cards to his 2 OR 4 friends
equally.
Technology- Smartboard activities, websites
Attached notebook file. Sharing Pikelets
Studyladder.com
 Ribbon Maker Game Curriculum support Maths K-6
Programming support
 Learning object – pikelet cutter CMIT website
 Fraction Track game Curriculum support Maths K-6
Programming support
Fractions ( Cutting into halves,quarters)
http://www.teachingideas.co.uk/maths/contents08fracdecper
ratprop.htm
Fraction Stories (Introducing Fractions with an apple)
http://www.happychild.org.uk/wks/math/key2/fractions/addi
tion.htm
Set up a model of four equal paddocks using hoops. Have a
collection of eg: 12 balls (sheep).
Pose the problem of a farmer wanting to put the sheep equally
into the paddocks so that they don’t eat all the grass in one
paddock more than the other.
Chn create
own
problems and
solve
Have the fractional notation ¼ on flashcards.
Ask the students how might we write what we have done.
(Students need to see a quarter as an equal part of the whole.)
Assessment:
Select any of the appropriate assessment tasks below
AND/OR
A teacher wants to share 8 quiet reading pillows to 2 OR 4 children equally.
Each child should;
D - Solve the problem physically with the concrete material D
C - Draw a diagram of their problem (WM)
C - Label each quarter/half C
B - Write an explanation of the whole and the quarters using fractional notation. e.g. a ¼
of 16 is 4, ½ of 16 is 8 B/A
A – solves the Early Stage 2 assessment tasks
Key Ideas:
Modelling and describing a half or a quarter of
a whole object.
Modelling and describing a half or a quarter of
a collection of objects.
Describing equal parts of a whole object or
collection of objects.
Desribing parts of an object or collection of
objects as ‘ about a half’, ‘ more than half’ or
‘less than half’.
Using fraction notation for half ½ and quarter
¼.
Recording equal parts of a whole, and the
relationship of the groups to the whole using
pictures and fraction notation.
Identifying quarters of the same unit as being
the same.
Year 1
Year 2
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Evaluation:
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Pre-Assessment observation matrix
Maths: Fractions and Decimals Term: 2
Week: 9
Activity/Outcome: NS1.3: Uses a range of mental strategies and concrete materials for
division
Pre-assessment: whole class/ individually- using 12 counters, paper and pencil
Half and quarter the people in a family are male. What might the family look like? Draw it.
How many different ways can you cut a square into quarters?
D - Solve the problem physically with the concrete material D
C – Can show 2 different
B - Write an explanation of the whole and the quarters using fractional notation. e.g. a ¼ of
16 is 4, ½ of 16 is 8 B/A
1.
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ahhh A B C D E
Fractions of Money
Answer these questions:
1.
What is half of $10?
2.
What is a quarter of $10?
3.
What is half of $6?
4.
What is a quarter of $6?
5.
What is a third of $6?
Complete these statements:
6.
$5 is half of ____
7.
$6 is half of ____
8.
$1.50 is a quarter of ____
9.
$2.50 is a quarter of ____
10. $2 is a third of ____
Working Below Stage 1
Knowledge and Skills
NES1.4 Sharing and object by dividing it into two equal parts.
Draw a line to show where you
need to cut the objects to make two
equal parts.
Draw your own pictures which have equal
parts.
Knowledge and Skills
NES1.4 Sharing and object by dividing it into two equal parts.
Draw your own pictures of two
equal parts.
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Knowledge and Skills
NES1.4 Recognising fractions of objects using drawings.
Working At Stage 1
Knowledge and Skills
Modelling and describing a half or a quarter of a whole object.
Shape
Draw the shape Draw the shape
and the cut it
and then cut it
into halves.
into quarters.
Knowledge and Skills
Modelling and describing a half or a quarter of a whole object.
Object
Describe the pictures.
Knowledge and Skills
Modelling and describing a half or a quarter of a whole object.
Materials :
You will need shapes made out of paper.
* 2 squares
* 1 circle
* 1 triangle
Instructions:
 Fold 1 square into quarters (1/4).
 Folder 1 square into halves (1/2).
 Fold the circle into halves (1/2).
 Fold the triangle into quarters (1/4).
 Create a picture using your shapes.
 Glue your shapes on the sheet called
Quarters and Halves (below)
Knowledge and Skills
Modelling and describing a half or a quarter of a whole object.
Using fraction notation for ½ and ¼.
-----------------------------------Label your shapes with ½ of ¼
Knowledge and Skills
Modelling and describing a half or a quarter of a collection of objects.
Draw a circle around a Draw a circle around in
quarter of the group.
half of the group.
Knowledge and Skills
Describing equal parts of a whole object or collection of objects.
Recording equal parts of a whole, and the relationship of the groups to the whole using pictures and
fraction notation.
 You are having a birthday party.

Cut out the lollies
.
 Share the lollies equally between 2 people.

Stick them on the page with the heading
Birthday Party.
-----------------------------------Share lollies between Sam and Tom
----------------------------------Share the lollies between Sue, Tom and Ben
Knowledge and Skills
Describing equal parts of a whole object or collection of objects.
Recording equal parts of a whole, and the relationship of the groups to the whole using pictures and
fraction notation.
Sam
Tom
Did Sam and Tom get equal shares? __________
Write the fraction or the share ____.
-----------------------------------Sam
Tom
Ben
Did Sam, Tom and Ben get equal shares? ________
Write the fraction or the share ________.
Knowledge and Skills
Describing parts of an object or collection of objects as ‘ about a half’, ‘ more than a half’ or ‘ less than a
half’.
Draw pictures to match the words.
about a half
more than a half
less than a half
about a half
more than a half
less than a half
Knowledge and Skills
Using fraction notation for half ½ and a quarter ¼.
Label the shaded area
using the fraction
symbols of ½ or ¼.
____
____
____
Draw a line to make ½
and ¼ for each picture.
Knowledge and Skills
Identify quarters of the same unit as being the same.
 Colour in each quarter ¼ using a different
colour.
 Label each quarter using the symbol ¼.
Student Name:
Date:
St 1
N1.4: Describes and models halves and quarters, of objects and
collections, occurring in everyday situations
N1.4(a) Indicators
The student, for example:
 Models and describes a half of a whole object
 Uses fraction notation for half (1/2)
 Models and describes equal parts of a whole object
Lesson: 1
Record
Circle the shapes that have been cut in half. Write ½ beneath each half.
Draw a line to cut these shapes in half. Write ½ beneath each half.
Student Name:
St 1
Date:
N1.4: Describes and models halves and quarters, of objects and
collections, occurring in everyday situations
Lesson: 2
N1.4(a) Indicators
The student, for example:
 Models and describes a quarter of a whole object
 Uses fraction notation for quarter (1/4)
 Models and describes equal parts of a whole object
Record
Circle the shapes that are in quarters. Write ¼ beside each one.
Draw lines to show quarters for each of these shapes. Write ¼ inside each quarter.
Knowledge and Skills
Use fraction language in a variety of everyday contexts eg half an hour, one quarter of the class.
Recognise the use of fractions in everyday contexts eg half- hour of television.
Draw pictures of the way we use the language of
fractions (half an hour, a quarter and other
examples) in our lives.
Clue: Think about food and activities you like
doing.
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Working Beyond Stage 1
Knowledge and Skills (Beginning Stage 2)
NS2.4
Modelling, comparing and representing fractions with denominators by 2, 4 and 8.
What part is shaded
in?
Draw a circle around
the objects to make
the fraction.
1/4
____
2/4
____
What is another name
for this fraction?______
1/2
______
What is another name for
this fraction?___
1/8
_____
 How many tenths are shaded in? ______
 The bottom line show fifths
 How many fifths make up the amount of tenths
shaded in?______
Write the equivalent fractions.
0
--- =
10
0
--5
Knowledge and Skills ( Stage 2)
NS2.4 Modelling, comparing and representing factions with denominators with denominators
5,10 and 100- with fifths, tenths and hundredths.
Instructions
Make equivalent fractions on the grid paper.