teaching resource

Introduction to Fractions – Interactive Teaching Presentation

Updated: 22 Feb 2023

Use this teaching presentation to teach your students how to identify the parts of a fraction, determine equal and unequal parts and use numerators and denominators to write fractions.

Editable: PowerPoint, Google Slides
Pages: 19 Pages
Years: 2 - 3

Curriculum

VC2M2N03

Recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving <ul> <li>creating halves of a range of collections sets by sharing collections into 2 equal groups; for example, comparing half of a set of 12 washers with half of a set of 8 bolts to identify how they both represent one-half of their respective set</li> <li>creating halves using measurement attributes – for example, explaining that ‘a half is one part out of 2 equal parts of a whole’; equally folding a strip of paper, dividing a lump of playdough or separating a cup of water into 2 equal parts, and then selecting one of the parts and naming it ‘one-half’; or comparing half of a collection of 10 counters with half of a shape or object and explaining how each shows one-half of the respective whole</li> <li>using repeated halving to subdivide shapes and objects in different ways to make corresponding halves, quarters and eighths; naming the parts and comparing the size of them to notice that they are all the same size; and demonstrating that a quarter is a half of a half and that an eighth is a half of a quarter</li> <li>dividing a shape into equal parts and relating the number of parts to the unit fraction; for example, if there are 4 equal parts then each part is one-quarter and if there are 8 equal parts then each is one-eighth</li> </ul>
VC2M2M02

Identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events <ul> <li>demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal</li> <li>investigating cup and spoon measures used in cooking and discussing what half or quarter of a cup or tablespoon measure means, and using sand or water to compare these to the full cup and tablespoon measures</li> <li>demonstrating and using halves and quarters in folding activities; for example, folding paper in half and quarters and ensuring that the pieces are the same size</li> <li>recognising that halves and quarters can be used to describe lengths, positions and distances; for example, describing the halfway point in a race or instructing someone to stand halfway between 2 chairs</li> <li>discussing that halves and quarters are used to describe durations of time, including durations of time in sporting events, and what this means; for example, discussing how the sirens used during an Australian Rules football game represent quarter time, half-time and three-quarter time during the game, or recognising and using half an hour or quarter of an hour to describe a duration of time</li> </ul>
VC2M3N03

Recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5, and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole <ul> <li>recognising that unit fractions represent equal parts of a whole; for example, one-third is one of 3 equal parts of a whole</li> <li>representing unit fractions and their multiples in different ways; for example, using a Think Board to represent three-quarters using a diagram, concrete materials, a situation and fraction notation</li> <li>cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate (for example, two-halves make a whole, four-quarters make a whole), counting the fractions as they go</li> <li>sharing collections of objects, such as icy pole sticks or counters, between 3, 4 and 5 people and connecting division with fractions; for example, sharing equally between 3 people gives 1/3 of the collection to each and sharing equally between 5 people gives 1/5 of the collection to each</li> </ul>

teaching resource

Introduction to Fractions – Interactive Teaching Presentation

Updated: 22 Feb 2023

Use this teaching presentation to teach your students how to identify the parts of a fraction, determine equal and unequal parts and use numerators and denominators to write fractions.

Editable: PowerPoint, Google Slides
Pages: 19 Pages
Years: 2 - 3

Use this teaching presentation to teach your students how to identify the parts of a fraction, determine equal and unequal parts and use numerators and denominators to write fractions.

Understanding Fractions

Did you know that students start to begin their understanding of fractions as early as year 2? You may be wondering, how is that possible? Students in this year level aren’t working with fractions in a traditional sense but are building the foundation of understanding how shapes can be divided into equal and unequal parts and that these parts can be identified with words (halves, fourths, eighths, etc.). As students move into year 3, they work on understanding how visual models and numerically written fractions work hand-in-hand before solely working with ‘just the numbers.’

If you are just starting out with your fractions unit (or perhaps your students are in need of a refresher), Teach Starter has you covered! With this 19-slide interactive teaching presentation, students will be introduced to basic fraction concepts. Students will explore concepts such as:

What are fractions?
equal and unequal parts
parts of a fraction
understanding halves, thirds, fourths, fifths, sixths and eighths
naming fractions

When working through this presentation with your students, please note that there are some interactive activities (typing in numbers, drag and drop, etc.). You can choose to complete these activities in edit mode or use a drawing tool on an interactive whiteboard to complete the activities by drawing circles, writing numbers, etc.

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your maths lessons.

This teaching presentation can be used to support your whole class lessons or remote learning assignments.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

For students who need extra support, allow them to reference the instructional slides as a resource when working with fractions. Additionally, consider giving students fraction circles or fraction bars to observe the size of the pieces, count the number of pieces to make a whole, etc.

➕ Challenge Fast Finishers

If there are students who need an additional challenge, encourage them to describe a real-life scenario involving fractions and ask students to draw a picture and write a fraction to illustrate the scenario.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the Powerpoint or Google Slides version of this resource.

This resource was created by Lindsey Phillips, a Teach Starter Collaborator.

Curriculum

VC2M2N03

Recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving <ul> <li>creating halves of a range of collections sets by sharing collections into 2 equal groups; for example, comparing half of a set of 12 washers with half of a set of 8 bolts to identify how they both represent one-half of their respective set</li> <li>creating halves using measurement attributes – for example, explaining that ‘a half is one part out of 2 equal parts of a whole’; equally folding a strip of paper, dividing a lump of playdough or separating a cup of water into 2 equal parts, and then selecting one of the parts and naming it ‘one-half’; or comparing half of a collection of 10 counters with half of a shape or object and explaining how each shows one-half of the respective whole</li> <li>using repeated halving to subdivide shapes and objects in different ways to make corresponding halves, quarters and eighths; naming the parts and comparing the size of them to notice that they are all the same size; and demonstrating that a quarter is a half of a half and that an eighth is a half of a quarter</li> <li>dividing a shape into equal parts and relating the number of parts to the unit fraction; for example, if there are 4 equal parts then each part is one-quarter and if there are 8 equal parts then each is one-eighth</li> </ul>
VC2M2M02

Identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events <ul> <li>demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal</li> <li>investigating cup and spoon measures used in cooking and discussing what half or quarter of a cup or tablespoon measure means, and using sand or water to compare these to the full cup and tablespoon measures</li> <li>demonstrating and using halves and quarters in folding activities; for example, folding paper in half and quarters and ensuring that the pieces are the same size</li> <li>recognising that halves and quarters can be used to describe lengths, positions and distances; for example, describing the halfway point in a race or instructing someone to stand halfway between 2 chairs</li> <li>discussing that halves and quarters are used to describe durations of time, including durations of time in sporting events, and what this means; for example, discussing how the sirens used during an Australian Rules football game represent quarter time, half-time and three-quarter time during the game, or recognising and using half an hour or quarter of an hour to describe a duration of time</li> </ul>
VC2M3N03

Recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5, and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole <ul> <li>recognising that unit fractions represent equal parts of a whole; for example, one-third is one of 3 equal parts of a whole</li> <li>representing unit fractions and their multiples in different ways; for example, using a Think Board to represent three-quarters using a diagram, concrete materials, a situation and fraction notation</li> <li>cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate (for example, two-halves make a whole, four-quarters make a whole), counting the fractions as they go</li> <li>sharing collections of objects, such as icy pole sticks or counters, between 3, 4 and 5 people and connecting division with fractions; for example, sharing equally between 3 people gives 1/3 of the collection to each and sharing equally between 5 people gives 1/5 of the collection to each</li> </ul>

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