Year 2 Mathematics · AC9M2N03

Year 2 Fractions: Halves, Quarters and Eighths

Students recognise one-half, one-quarter and one-eighth as equal parts of a whole or collection, then connect the fractions through repeated halving

Ready to project and teach

Learning goalsSay it simply

A fraction names equal parts of one whole. In this unit, students build and describe halves, quarters and eighths with shapes, objects, lengths, capacities and collections. The emphasis is on equal parts: two pieces are not halves unless they are the same size or amount.

  • Recognise one-half as 1 of 2 equal parts and write it as 1/2.
  • Share an even collection into 2 equal groups and identify either group as one-half of the collection.
  • Make quarters by halving each half, and make eighths by halving each quarter.
  • Connect the number of equal parts to the unit fraction: 4 equal parts make quarters and 8 equal parts make eighths.
  • Explain why the same fraction can look different when the whole has a different shape, size or quantity.
Key conceptTeach from the board

Half of a collection

Share 12 counters equally between 2 groups. Each group has 6 counters, so half of 12 is 6. Each group is 1/2 of the original collection.

Repeated halving

Begin with one paper strip. Fold it into 2 equal parts to make halves. Fold each half into 2 equal parts to make 4 quarters. Fold each quarter into 2 equal parts to make 8 eighths.

Whole → 2 halves → 4 quarters → 8 eighths

Different-looking halves

A rectangle can be split vertically, horizontally or diagonally. Each split can show halves when the two regions have equal area, even though the pieces have different orientations.

Clean visual examplesOne-page board

Clean one-page examples

AC9M2N03 - Year 2 Fractions: Halves, Quarters and Eighths
Example 1

Support: use foldable paper shapes, playdough, counters and matching cards labelled whole, 1/2, 1/4 and 1/8.

Example 2

Core: move between a concrete model, a drawing, fraction words and fraction notation.

Example 3

Extension: ask students to create two different models of the same fraction and justify why both are correct.

Example 4

: create halves of collections by sharing into 2 equal groups and compare halves of different-sized collections.

Curriculum examplesCurriculum examples

Content description: recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving.

  • E1: create halves of collections by sharing into 2 equal groups and compare halves of different-sized collections.
  • E2: create halves using measurement attributes, including folded paper, playdough, capacity and collections, and explain that a half is 1 of 2 equal parts.
  • E3: repeatedly halve shapes and objects to make corresponding halves, quarters and eighths, and explain the relationships between them.
  • E4: divide a shape into equal parts and relate the number of parts to the unit fraction: 4 equal parts are quarters and 8 equal parts are eighths.
Questions and answersWith answers

Key idea: Fraction parts must be equal parts of the same whole. Halving once makes halves, halving again makes quarters and halving again makes eighths.

Remember

  • Identify equal parts
  • Describe one-half
  • Connect halves and quarters
  • Connect quarters and eighths
  • Explain repeated halving

Quick questions

  • Show one half of a rectangle.
  • How are quarters made from halves?
  • Are four unequal pieces quarters? Explain.
  • Which is smaller: a quarter or an eighth?

If an answer is uncertain, return to the model and explain what each part represents before calculating or drawing a conclusion.

Practice and reviewReady for practice
  • Counting parts but ignoring equality: two parts are not automatically halves. Ask students to compare the size or amount of each part.
  • Changing the whole: fraction comparisons are only fair when students identify the whole being divided.
  • Thinking more parts means larger pieces: for the same whole, eighths are smaller than quarters because the whole is divided into more equal parts.
  • Confusing the number of parts with the fraction: four equal parts are quarters, but one selected part is one-quarter.
  • Halving odd collections without a suitable context: begin with even collections so equal whole-number groups can be formed before discussing split objects.

Use the topic guide for planning, present the static Teacher Slides for explicit instruction, then choose the worksheet, supported Practice or independent Test. Return to concrete equal-part models whenever a student can name a fraction but cannot explain why the parts are equal.

Curriculum alignmentStart here

A fraction names equal parts of one whole. In this unit, students build and describe halves, quarters and eighths with shapes, objects, lengths, capacities and collections. The emphasis is on equal parts: two pieces are not halves unless they are the same size or amount.

  • Recognise one-half as 1 of 2 equal parts and write it as 1/2.
  • Share an even collection into 2 equal groups and identify either group as one-half of the collection.
  • Make quarters by halving each half, and make eighths by halving each quarter.
  • Connect the number of equal parts to the unit fraction: 4 equal parts make quarters and 8 equal parts make eighths.
  • Explain why the same fraction can look different when the whole has a different shape, size or quantity.
Related resourcesKeep teaching
Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.