One-Half and One-Third as Simple Fractions for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers 1-20.
Topic: FRACTIONS: ONE-HALF AND ONE-THIRD
Subject Matter: One-half and one-third as simple fractions.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify one-half as one part out of two equal parts.
• Identify one-third as one part out of three equal parts.
• Explain that “equal parts” means all parts are the same size.

Affective Domain

• Show interest in sharing objects fairly.
• Participate actively in cutting and dividing activities.

Psychomotor Domain

• Demonstrate understanding of one-half by cutting an object into two equal parts.
• Demonstrate understanding of one-third by attempting to cut an object into three equal parts with guidance.

Social Domain

• Take turns when sharing materials.
• Cooperate with peers during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Charts and posters illustrating fractions (halves and thirds).
• Real objects: an orange, an apple, a piece of bread, biscuits.
• Paper (A4 sheets, coloured paper).
• Child-safe scissors (for supervised use).
• Cardboard shapes (circles, squares, rectangles).
• MP4 player or projector for video.

Rationale for the Lesson

This lesson introduces young children to the basic concept of fractions, specifically one-half and one-third, which are fundamental for understanding sharing and division in everyday life. By engaging with concrete objects and practical activities, pupils develop early mathematical reasoning and learn to appreciate the importance of fairness when distributing items.

Prerequisite/Previous Knowledge

Pupils can count objects up to 10 or more, recognise simple shapes, and have some experience with sharing toys or snacks.

Lesson Content/Board Summary

FRACTIONS: ONE-HALF AND ONE-THIRD

A fraction means a part of a whole thing. When we share something fairly, we are making fractions.

One-Half (1/2)

One-half means dividing a whole object into **two equal parts**. Each part is called a half.

• If you cut an apple into two parts that are exactly the same size, each part is one-half.
• We write one-half as 1/2.

What the Teacher Should Show or Draw

Display a chart showing:

• A whole circle.
• The same circle divided into two equal parts, with one part shaded or coloured, labelled “1/2”.
• A whole square.
• The same square divided into two equal parts, with one part shaded or coloured, labelled “1/2”.

Demonstrate with a real orange or apple, cutting it into two equal halves.

One-Third (1/3)

One-third means dividing a whole object into **three equal parts**. Each part is called a third.

• If you cut a piece of bread into three parts that are exactly the same size, each part is one-third.
• We write one-third as 1/3.

What the Teacher Should Show or Draw

Display a chart showing:

• A whole rectangle.
• The same rectangle divided into three equal parts, with one part shaded or coloured, labelled “1/3”.
• A whole circle.
• The same circle divided into three equal parts, with one part shaded or coloured, labelled “1/3”.

Demonstrate with a piece of paper or cardboard, folding and cutting it into three as equally as possible.

Key Words

• Fraction – a part of a whole.
• Whole – an entire object or thing.
• Half (1/2) – one of two equal parts.
• Third (1/3) – one of three equal parts.
• Equal parts – parts that are exactly the same size.

Sharing Song (Original Classroom Rhyme)

Tune: “Twinkle, Twinkle Little Star”

Lyrics:
Sharing, sharing, what a treat,
Making parts, oh so neat.
Cut an apple, one and two,
One-half for me, one-half for you!

Sharing, sharing, what a treat,
Making parts, oh so neat.
Cut a paper, one, two, three,
One-third for you, and one for me!

Actions: Pupils clap hands for “sharing”, make a cutting motion with hands, hold up two fingers for “one and two”, then three fingers for “one, two, three”.

How to use the rhyme: Sing the rhyme together to reinforce the concept of dividing into two and three equal parts. Encourage pupils to do the actions.

Video Demonstration

The teacher will play a short educational video to visually reinforce the concepts of one-half and one-third.

https://www.youtube.com/watch?v=n0Fz20nJ-20

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Practical Activity, Video Demonstration.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them about sharing. “Who likes to share their snacks or toys with friends? When you share, do you try to give everyone the same amount?” The teacher introduces the idea that today they will learn about making ‘equal parts’ when sharing.

Pupils’ Activity: Pupils respond to questions about sharing and listen attentively.

Learning Point: Pupils are introduced to the concept of sharing equally, linking it to the lesson on fractions.

Step 2: Explanation and Demonstration of One-Half

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher holds up a whole orange (or apple) and asks, “This is one whole orange. If I want to share it with one friend, how many parts should I cut it into so we both get the same amount?” The teacher then cuts the orange into two visibly equal halves, showing each part. “See, two parts, and they are both the same size. Each part is called one-half, or 1/2.” The teacher shows the 1/2 written on a chart.

Pupils’ Activity: Pupils observe the teacher cutting the orange and listen to the explanation. They repeat “one-half” and “1/2”.

Learning Point: Pupils understand that one-half means two equal parts of a whole.

Step 3: Guided Practice for One-Half

Time: 5 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher distributes a piece of paper to each pupil and child-safe scissors (or guides them to tear carefully). “Now, let’s all try to cut our paper into two equal halves, just like the orange.” The teacher demonstrates folding the paper in half and cutting along the fold, providing close supervision and assistance.

Pupils’ Activity: Pupils fold their paper and attempt to cut it into two equal halves with teacher guidance.

Learning Point: Pupils practically apply the concept of dividing into halves.

Step 4: Explanation and Demonstration of One-Third

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher holds up a new piece of paper. “Now, what if I want to share this paper with two friends and myself? How many equal parts do I need?” (Three). The teacher demonstrates folding the paper into three as equally as possible and cutting it. “See, three parts, and they are all almost the same size. Each part is called one-third, or 1/3.” The teacher shows the 1/3 written on a chart.

Pupils’ Activity: Pupils observe the teacher cutting the paper and listen to the explanation. They repeat “one-third” and “1/3”.

Learning Point: Pupils understand that one-third means three equal parts of a whole.

Step 5: Guided Practice for One-Third

Time: 4 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher distributes another piece of paper to each pupil. “Now, let’s try to cut this paper into three parts that are almost equal, to make one-thirds.” The teacher guides pupils through folding and cutting, emphasizing the idea of trying to make the parts the same size, even if not perfect.

Pupils’ Activity: Pupils attempt to fold and cut their paper into three parts, demonstrating the concept of one-third with teacher help.

Learning Point: Pupils gain practical experience with dividing into thirds.

Step 6: Reinforcement with Rhyme and Video

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Sharing Song” again, encouraging actions. Afterwards, the teacher plays the short educational video on fractions (halves and thirds) on the MP4 player, asking pupils to point out the halves and thirds they see.

Pupils’ Activity: Pupils sing the song with actions and watch the video, pointing to examples of halves and thirds.

Learning Point: Concepts of one-half and one-third are reinforced through song and visual media.

Step 7: Evaluation/Review

Time: 2 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Show me one-half of this circle (on a chart).
2. If I cut this biscuit into two equal parts, what is each part called?
3. Show me one-third of this rectangle (on a chart).
4. If I want to share this piece of bread equally among three children, how many parts will I cut it into?

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Praise

Teacher’s Activity: The teacher praises the pupils for their good work in learning about halves and thirds. “You all did a great job learning about sharing things into equal parts today! Remember, when we share fairly, we are making fractions like one-half and one-third.”

Pupils’ Activity: Pupils respond to the teacher’s praise and listen to the summary.

Learning Point: Pupils feel a sense of accomplishment and consolidate their learning.

Lesson Keywords

• Fraction – A part of a whole thing.
• Half (1/2) – One of two equal parts.
• Third (1/3) – One of three equal parts.
• Equal parts – Parts that are exactly the same size.

Differentiation

• Support: For pupils who struggle, provide larger objects for cutting, offer more direct hand-over-hand guidance for folding and cutting, and use only two choices (whole vs. half) for identification activities. Focus primarily on identifying halves.
• Extension: For quicker learners, encourage them to identify other objects in the classroom that can be divided into halves or thirds. They can also try to draw simple shapes and divide them into two or three equal parts.

Note for teachers using this lesson plan

Before the lesson, ensure you have all real objects (orange, apple, bread, biscuits) and paper ready. Pre-cut some cardboard shapes into halves and thirds to use as visual aids if pupils’ cutting is not precise. Emphasize the concept of “equal parts” repeatedly, as this is crucial for understanding fractions. When pupils are cutting paper, supervise closely, especially with scissors, and prioritize the *understanding* of making parts over perfect precision. For one-third, it can be challenging for 5-year-olds to fold and cut perfectly; focus on their attempt to create three parts and their understanding that these parts *should be* equal. The rhyme and video are excellent tools for reinforcement, so use them enthusiastically. Observe pupils’ actions and oral responses to gauge their understanding rather than expecting written work.