Exploring fractions through equitable sharing : a conceptual approach through lesson study

Abstract

This report presents a lesson study conducted with a Year 4 class at J. Hookham Frere Primary School, Pietà, focusing on developing conceptual understanding of fractions through equitable sharing. Prompted by diagnostic assessments revealing widespread misconceptions, the teaching team designed a hands-on lesson in which students used paper models to represent halves, quarters, and eighths of a chocolate bar. The lesson was structured around the Concrete-Pictorial-Abstract (CPA) approach, promoting collaborative problem-solving, reasoning, and mathematical language development. Observations highlighted the effectiveness of tactile tasks in making fractions meaningful, while also identifying challenges related to group dynamics, language use, and spatial reasoning. Student feedback indicated high engagement, though some struggled with confidence. Post-lesson reflections underscored the importance of teacher collaboration, responsive teaching, and student agency. The report demonstrates how lesson study can transform teaching practice and support deeper understanding of foundational mathematical concepts.