Year level: 3

Strand: Number

Lesson length: 50 mins

In this lesson, we use fruit to explore common/decimal fractions relating to tenths. Engage students in a hands-on exploration of fractions with a delightful twist of fruity fun. In this lesson, students will use coloured Unifix cubes to represent tenths of a fraction on a ‘fruit kebab’. They will discover the idea of equivalent fractions and make connections using a fraction wall. The lesson uses interactive activities, discussions and collaborative tasks to reinforce the concept of fractions and deepen students' mathematical understanding.

This lesson is one of a series of lessons developed in collaboration with the Australian Association of Mathematics Teachers (AAMT). 

Fruit fractions: Fruit kebab fun Image

Achievement standard

Students represent unit fractions and their multiples in different ways.

Content descriptions

Students recognise and represent unit fractions including  12,  13,  14,  15  and  110 and their multiples in different ways; combine fractions with the same denominator to complete the whole. AC9M3N02

General capabilities


Cross-curriculum priorities

Aboriginal and Torres Strait Islander Histories and Cultures (A_TSICP1)

The following formative assessment opportunities are listed below.

  • Preserve time at the end of the lesson for students to reflect and demonstrate their learning. Use the Exit ticket on slide 6 from the teacher's slides. Create a fruit kebab with 10 pieces that includes 2 quandong, 1 apple, 2 finger limes. What could it look like? Share with a partner.
  • Expect responses such as: students putting only the 5 listed fruits on the kebab when it states there are 10; all in a sequence – 2 quandong, 1 apple, 2 finger lime – help students explore different sequences/orders.

Some students may:

  • find understanding the concept of fractions as some students may find it challenging to grasp the fundamental concept of fractions, especially if they haven't been exposed to it before
  • find the introduction of terms such as ‘numerator’ and ‘denominator’ can be a bit abstract for younger students – students may confuse these terms
  • find non-continuous fraction parts difficult and that fractions like ‘five-tenths’ of an apple don’t necessarily have to be in a single continuous line. Students may need to understand that fractional parts can be scattered among different sections.

Students have:

  • basic arithmetic skills (addition, subtraction and multiplication)
  • basic understanding of colours and fruits.

What you need:

  • Lesson plan (Word)

  • Teacher's slides (PowerPoint)

  • Various Unifix colours for each student

  • Playing cards (optional)

  • Real-life fruit kebab with 10 pieces of fruit on it (optional)