Lesson Notes By Weeks and Term v3 - Primary 1
Fractions
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Fractions
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 4
Theme: Number And Numeration
This page supports the lesson note with a companion video and a short classroom-ready summary.
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Watch on YouTubeThis topic introduces Primary 1 learners to the fundamental concept of fractions, specifically focusing on identifying one-half (½) and one-quarter (¼). Understanding fractions is crucial for developing foundational mathematical literacy and practical skills related to sharing and division in everyday life. For Nigerian learners, this skill is immediately applicable to situations like sharing food items, dividing resources, or even understanding simple measurements in local markets.
Specific Performance Objectives:
This section provides the teacher with a detailed breakdown of the core concepts to be taught. A. What is a Fraction? A fraction represents a part of a whole. When a whole object or quantity is divided into equal parts, each part is a fraction of the whole. The critical point is that the parts must be equal. If the parts are not equal, they do not represent fractions of the whole. B. The "Whole" The 'whole' refers to the complete object or quantity before it is divided. For example, a complete orange, a full sheet of paper, or an entire loaf of bread is a whole.
C. One-Half (1⁄2)
Definition: One-half is obtained when a whole object is divided into two equal parts. Each of these equal parts is called one-half.
Notation: It is written as 1⁄
2. The top number (1) is the numerator, which indicates that we are considering one part. The bottom number (2) is the denominator, which indicates that the whole has been divided into two equal parts.
Concept Explanation:
1. Start with a whole: Show a whole object (e.g., an orange, a rectangular piece of paper).
2. Divide equally: Demonstrate how to divide the object exactly in the middle into two parts. Emphasize that the two parts must be the same size.
3. Identify halves: Hold up one of the two equal parts. Explain that this single part is "one-half" of the original whole. The other part is also "one-half."
4. Combining halves: Explain that if you put the two halves back together, you get the whole again (two halves make a whole). Worked Examples (for teacher demonstration): Example 1 (Concrete Object - Orange):
1. Present a whole orange.
2. Cut the orange into two parts, ensuring the cut is exactly through the middle, making both halves identical in size.
3. Hold up one piece and state, "This is one-half (1⁄2) of the orange."
4. Hold up the other piece and state, "This is also one-half (1⁄2) of the orange."
5. Show that putting them together forms the whole orange.
Example 2 (Shape - Rectangle):
1. Draw a rectangle on the board or use a rectangular paper.
2. Divide it vertically or horizontally into two equal parts using a line.
3. Shade one of the parts.
4. Label the shaded part as "1⁄2". The unshaded part is also "1⁄2". [Teacher should draw something like this on the board, with one part shaded] ``` +-------+-------+ |///////| | |///////| | +-------+-------+ (1⁄2) ``` Example 3 (Shape - Circle):
1. Draw a circle on the board or use a circular paper.
2. Divide it into two equal parts by drawing a line through the center.
3. Shade one of the parts.
4. Label the shaded part as "1⁄2". [Teacher should draw something like this on the board, with one part shaded] ``` .--. / // \ | // | \ // / '--' (1⁄2) ```
D. One-Quarter (1⁄4)
Definition: One-quarter is obtained when a whole object is divided into four equal parts. Each of these equal parts is called one-quarter.
Notation: It is written as 1⁄
4. The top number (1) is the numerator (one part considered). The bottom number (4) is the denominator (whole divided into four equal parts).
Concept Explanation:
1. Start with a whole: Show a whole object (e.g., a round cake, a square piece of paper).
2. Divide equally: Demonstrate dividing the object into four parts, ensuring all four parts are exactly the same size. This can be done by first dividing into halves, then dividing each half into two smaller halves.
3. Identify quarters: Hold up one of the four equal parts. Explain that this single part is "one-quarter" of the original whole.
4. Combining quarters: Explain that if you put the four quarters back together, you get the whole again (four quarters make a whole). Worked Examples (for teacher demonstration): Example 1 (Concrete Object - Bread/Cake):
1. Present a whole loaf of bread (or a round cake).
2. Cut it first into two equal halves, then cut each half dividing into halves, then dividing each half into two smaller halves.
3. Identify quarters: Hold up one of the four equal parts. Explain that this single part is "one-quarter" of the original whole.
4. Combining quarters: Explain that if you put the four quarters back together, you get the whole again (four quarters make a whole). Worked Examples (for teacher demonstration): Example 1 (Concrete Object - Bread/Cake):
1. Present a whole loaf of bread (or a round cake).
2. Cut it first into two equal halves, then cut each half again into two equal pieces. This results in four equal pieces.
3. Hold up one piece and state, "This is one-quarter (1⁄4) of the bread/cake."
4. Emphasize that all four pieces are equal.
Example 2 (Shape - Square):
1. Draw a square on the board or use a square paper.
2. Divide it into four equal parts using lines (e.g., one vertical and one horizontal line through the center).
3. Shade one of the parts.
4. Label the shaded part as "1⁄4". Each of the unshaded parts is also "1⁄4". [Teacher should draw something like this on the board, with one part shaded] ``` +-------+-------+ |///////| | |///////| | +-------+-------+ | | | | | | +-------+-------+ (1⁄4) ``` Example 3 (Shape - Circle):
1. Draw a circle on the board or use a circular paper.
2. Divide it into four equal parts by drawing two perpendicular lines through the center.
3. Shade one of the parts.
4. Label the shaded part as "1⁄4". [Teacher should draw something like this on the board, with one part shaded] ``` .--. / // \ | // | \ /// / `--` (1⁄4) ``` Key Takeaway for Teachers: Always emphasize the concept of 'equal parts'. If parts are not equal, they are not fractions. Use a variety of concrete objects and visual aids. This section outlines the step-by-step activities for both the teacher and the students during the lesson.
A. Introduction (5-10 minutes)
Teacher Activity: Begin by holding up a whole object (e.g., a banana, a piece of paper, a small loaf of bread). Ask students how they would share this object equally among two friends, or four friends. Elicit responses related to 'cutting' or 'breaking'.
Student Activity: Engage in discussion, suggest ways to share the object. Observe the whole object.
B. Development of Concepts (25-30 minutes)
Activity 1: Introducing Halves (1⁄2) with Concrete Objects Teacher Activity: Present a whole orange or a rectangular piece of paper. Ask a student to come forward and demonstrate cutting or folding the object into two equal parts. Guide them if necessary, stressing "equal." Hold up one of the parts and formally introduce it as "one-half" (1⁄2). Write 1⁄2 on the board. Repeat with another object, e.g., a piece of 'Akara' or 'Moi-moi', showing how it can be divided into two equal halves for sharing. Draw a circle and a rectangle on the board. Model dividing them into two equal parts and shading one part, labeling it 1⁄
2. Student Activity: Observe the teacher and selected student's demonstration. Each student is given a rectangular paper (e.g., A5 size). Instruct them to fold it into two equal parts. Students identify and hold up one of the two equal parts, identifying it as "one-half." Practice verbally identifying 1⁄2 of various objects shown by the teacher.
Activity 2: Introducing Quarters (1⁄4) with Concrete Objects Teacher Activity: Present a whole round cake or a square piece of paper. Ask students how they would divide this for four equal friends. Guide them to suggest dividing it in half first, then dividing each half in half again. Demonstrate cutting/folding the object into four equal parts. Hold up one of the parts and formally introduce it as "one-quarter" (1⁄4). Write 1⁄4 on the board. Repeat with another suitable object, emphasizing the four equal parts. Draw a square and a circle on the board. Model dividing them into four equal parts and shading one part, labeling it 1⁄
4. Student Activity: Observe the teacher's demonstration. Each student is given a square paper. Instruct them to fold it into four equal parts. Students identify and hold up one of the four equal parts, identifying it as "one-quarter." Practice verbally identifying 1⁄4 of various objects shown by the teacher.
Activity 3: Identifying and Differentiating 1⁄2 and 1⁄4 Teacher Activity: Display various pre-divided shapes on flashcards (some showing 1⁄2, some showing 1⁄4, some incorrectly divided). Ask students to identify if a shape shows 1⁄2 or 1⁄4, or neither. Provide worksheets with shapes for students to colour 1⁄2 or 1⁄
4. Student Activity: Identify and state "half" or "quarter" for the shapes shown by the teacher. Work on activity sheets, colouring the specified fractions (1⁄2 or 1⁄4) of given shapes. The teacher should guide students through these questions, providing immediate feedback and explanations.
Question 1: The teacher gives each student a whole orange (or a small piece of fruit/yam equivalent).
Instruct them: "Cut your orange into two equal parts. What is each part called?" Solution: Teacher's Action: Teacher demonstrates cutting an orange into two equal parts.
Student's Action: Students carefully cut their oranges into two equal parts.
Explanation: Each part is called one-half (1⁄2). The teacher should walk around, observe students' cutting, and reinforce the concept of equal parts.
Question 2: Draw a circle on your slate or paper. Divide it into two equal parts and shade one part. Label the shaded part.
Solution: Teacher's Action: Teacher draws a circle on the board, divides it into two equal parts by drawing a line through the center, and shades one part. Labels the shaded part as "1⁄2".
Explanation: The drawing should clearly show a circle divided symmetrically, with one of the two identical sections shaded. The label "1⁄2" correctly identifies the shaded portion. ``` .--. / // \ | // | \ // / '--' (1⁄2) ``` Question 3: Draw a square on your slate or paper. Divide it into four equal parts and shade one part. Label the shaded part.
Solution: Teacher's Action: Teacher draws a square on the board, divides it into four equal parts (e.g., by drawing a vertical and a horizontal line through the center), and shades one part. Labels the shaded part as "1⁄4".
Explanation: The drawing should show a square divided into four identical sections, with one section shaded. The label "1⁄4" correctly identifies the shaded portion. ``` +-------+-------+ |///////| | |///////| | +-------+-------+ | | | | | | +-------+-------+ (1⁄4) ``` Question 4: The teacher displays an image or drawing of a loaf of bread cut into two equal parts, and another image of a round cake cut into four equal parts.
Ask students: "Label each part of the bread. Label each part of the cake." Solution: Teacher's Action: Display the images.
Explanation: Each part of the bread (cut into two equal parts) should be labeled 1⁄
2. Each part of the cake (cut into four equal parts) should be labeled 1⁄4.
Understanding halves and quarters is fundamental and permeates various aspects of Nigerian daily life and culture.
Community Sharing and Food Distribution: In many Nigerian homes and communities, sharing food is a common practice. A large bowl of 'fufu' or 'eba' might be divided into halves for two people, or a tray of sliced watermelon might be shared into quarters among family members. Understanding these fractions helps children participate fairly in such distributions. For example, children learning to help in the kitchen can divide a large yam into two or four equal parts before cooking.
Market Transactions and Trade: While not always explicit in fractional terms, the concept of parts of a whole is present in local markets. A customer might ask for "half a paint" (a unit of measure) of garri, or a market woman might sell a large tuber of yam cut into "quarters" to make it affordable. This teaches children practical applications of division and fractional thinking in commerce.
Local Crafts and Construction: In traditional crafts, patterns on fabric (like Adire or Ankara) or designs on pottery might involve dividing surfaces into halves or quarters for symmetry. In simple construction, like building a small shed or hut, planks might be cut into halves or quarters of a larger piece, requiring an understanding of equal division.