Fractions with Visual Representations
By Aysegul Liman Kaban
At the end of the lesson learners will be able to:
- Recognize fractions in numeric form (e.g., 2/3, 4/8).
- Match fractions to their correct visual representation.
- Explain fractions as “parts of a whole.”
- Compare fractions to identify equivalent fractions (e.g., 4/8 = 1/2).
Standards
Primary Mathematics Curriculum (Ireland, 2023 Framework) Being a Mathematician – Strand: Number Develop an understanding of fractions as numbers and as equal parts of a whole. Compare, order, and represent fractions using models and symbols.
- Sınıf – Sayılar ve İşlemler (Kesirler)
- Sınıf – Sayılar ve İşlemler (Kesirler)
Teaching materials
Fraction cards (numeric and circle diagrams – as in the image). Whiteboard/markers. Student worksheets (optional).
Steps
Introduction
Begin with a simple question: “If I cut a pizza into 4 slices and eat 1, what fraction of the pizza have I eaten?”
Write 1/4 on the board and show a circle divided into 4 with 1 part shaded.
Briefly explain numerator (top: parts taken) and denominator (bottom: total parts).
Activities
Guided Practice (10–15 min)
- Display a few fraction cards from the set.
- As a class, discuss:
- What fraction is shown?
- How do we know?
- Is there an equivalent fraction? (e.g., 2/4 = 1/2).
Main Activity: Fraction Matching Game (15–20 min)
- Instructions:
- Spread the fraction cards (both numeric and circle ones).
- Students work in pairs or small groups.
- Their task is to match each numeric fraction with its visual representation.
- Once matched, they explain their reasoning to a peer or the teacher.
Extension for advanced students:
- Ask them to group equivalent fractions together (e.g., 2/10 and 1/5).
- Order the fractions from smallest to largest.
Discussion (5–10 min)
- Review matches together as a class.
- Discuss mistakes or tricky pairs (like 4/8 vs 2/12).
- Emphasize key takeaways: fractions represent parts of a whole, and some fractions are equivalent.
Evaluation
Informal: Teacher listens to student reasoning during the matching activity.
Formal: Quick exit ticket – give students one fraction (e.g., 3/6) and ask them to:
- Draw it.
- Identify if it can be simplified.
Notes
Differentiation
- Support: Give struggling students simpler fractions with halves, thirds, and quarters.
- Challenge: Ask confident students to explain why fractions like 4/8 and 2/12 are not equivalent.
Homework / Follow-up
- Students draw their own fraction circles at home for fractions like 5/8, 3/10, etc.
- Optional digital task: Use an online fraction game or simulator.
Anticipated problems
(check MIXAP and get all the documents ready)
