# 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, ?

Fraction Bars

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
twenty-first 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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