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Comparing Fractions
1. Teaching Objective (s)
The student will compare and order fractions.
2. Instructional Activities:
Teacher will divide students into small groups. Students will use fraction bars
so that they
will have a concrete model for comparison. Students will then use them to find
out which is
larger:
The teacher will ask questions on comparing and ordering
fractions . Questions that may be asked:
What is the same about the two fractions ?
What is different about the two fractions ?
Students will use activity sheet 1 as a pictorial model to identify fractions and order them.
3. Materials and Resources
1. Reys, Robert E., & Suydam, Marilyn N., & Lindquist,
Mary Montgomery (1995). Helping
Children Learn Mathematics (4^{th} Ed.). Needham Heights: Simon & Schuster.
2. The National Council of Teachers of Mathematics (2005) Mathematics Assessment
a Practical
Handbook.
3. Mississippi Department of Education, Mathematics Instructional Intervention
Supplement
4. Fraction Bar Sheet
5. Activity Sheet 1
6. Activity Sheet 2
7. Activity Sheet 3
8. Colors
9. Ruler
4. Assessment
Students will work on activity sheet 3, comparing fractions . Students may use
fraction bar sheet to
assist them.
Activity Sheet 1
is ______ parts of the whole.
is ______ parts of the whole.
Which is larger, ?
is ______ parts of the whole.
is ______ parts of the whole.
Which is larger, ?
is ______ parts of the whole.
is ______ parts of the whole.
Which is larger, ?
One
1 
Halves
Thirds
Fourths
Fifths
Sixths
Eighths
Students will use a symbolic representative to order fractions using activity sheet 2.
Students will use the rectangle that is partitioned on activity sheet 2 into
twentyfirst so that 2/3 is
14 of 21 parts or and
is 15 of the 21 parts or
. So 21 is the common denominator for
comparing the fractions and
. Students may use different colors for problems.
Activity Sheet 2
Activity Sheet 3
Comparing Fractions
Compare the fractions using the Fraction Bar, then write in between the
fractions <, >, or = for
each pair of fractions.
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