I.

Purpose:

The purpose of this lesson is to review, practice and extend students'

understanding of fractions by comparing fractions to determine if one fraction is
less than, greater than, or equal to another fraction.

VA SOLs:
Math
3.3

The student will

a) name and write fractions (including mixed numbers) represented by a model;
c) compare fractions having like and unlike denominators, using words and
symbols (>, <, or =)

II. Objectives:
Given a set of fraction cards, the students will be able to determine if one fraction is less
than, greater than, or equal to another fraction with 80% accuracy.
Intended Learning Outcomes:
1. Demonstrate a positive learning attitude toward mathematics.
2. Reason mathematically.
III. Procedure:
a. Introduction (auditory, visual)
The students will be seated at their desks, facing the front white board.

Today we are going to review and compare fractions with like and unlike
denominators.
o Can anyone tell the class if fractions with like denominators or fractions with
unlike denominators are easier to compare? Why?

Read aloud Fraction Fun by David A. Adler

Share the following problems and symbols on the front board:

>, <, or =
>, <, or =
>, <, or =
o Call on 3 students to come to the board and answer.
o Ask: What strategy did each of you use to determine your answer?
b. Development (auditory, visual, kinesthetic)
The will be grouped together in pairs, according to similar ability.

The game will be explained.

Rules

1. Shuffle the deck of fraction cards and deal all of the cards equally between the two
players. Keep them face down in a pile. Players may NOT look at their cards.
2. Players each flip over one card and compare them to see who has the greater fraction.
3. The person with the greater fraction collects that card pair and places them
down in a pile off to the side to be used later.

face

4. If the players flip over equivalent fractions, they play another round and the winner of
that hand takes all four cards pair and places them face down in a pile off to the side to be
used later.
Example:
Player A: turns over , Player B: turns over .
Find a common denominator and compare the fractions to determine >, <, or =.
Player A:

Player B:

Player B takes both cards because

is (>) greater than ; therefore is (>)

greater than .
These fractions and the outcome will be recorded on a War record sheet to be
provided.
Because War can be a lengthy game, a point system will be assigned. The
winning player of each turn will receive one point. The first player to reach ten
point will be declared winner of that hand of Fraction War. Multiple rounds may
be played, as time allows.
o The teacher will ask one student to come to the front of the room and assist in
briefly playing the game with the teacher, with the goal of modeling how the
game is to be played, recording results, and cooperative teamwork.
o A set of fraction playing cards will be distributed to each pair of students.
o A War record sheet will be distributed to each pair of students.

Differentiation

The teacher will move around the room and monitor students, while providing
guidance to those that need additional support in comparing fraction values.

For advanced students:

o A set of fraction cards with mixed numbers will be available for use in order
to provide additional challenge.

For struggling students:

o A set of fraction cards showing numeric fractions and pictorial representation
will be available for use in order to provide additional opportunities for
success.

This lesson fits the needs of visual learners by providing visual representations of
fraction comparison examples. The students also used their visual skills during the
read aloud, board example, teacher modeling game, and example provided on the
Record Sheet.

This lesson fits the needs of auditory and verbal learners by having a class discussion
and explanation of comparing fractions, reading a book aloud, and working in pairs.

This lesson fits the needs of tactile and kinesthetic learners by including an interactive
game to be played in pairs.

c. Summary (auditory, visual, kinesthetic)

The students will direct their attention back to the white board in the front of
the classroom.
o Each pair will be asked to write one of their examples of comparing
fractions on the board.
o They will then be asked to explain the strategy used to determine the
biggest fraction shown.

IV. Materials needed for the lesson

*

Fraction Fun by David A. Adler

Decks of fraction cards (fractions only provided)

Decks of fraction cards (mixed numbers only provided)

Decks of fraction cards (fractions and pictorial representation provided)

Record sheets

Pencils

White board

White board markers

V. Evaluation Part A:

To assess the students knowledge and understanding of comparing fractions, the

Record Sheet will be reviewed for accuracy. The following rubric will be used
during this accuracy review:
Name

Additional

Developing

Target

Support

Beyond
Expectation

Needed
0-5 correct

6-7 correct

8-9 correct

10 correct

comparisons

comparisons

comparisons

comparisons

made

made

made

made

V. Evaluation Part B:

Did the students meet the objective?

Did the lesson accommodate/address the needs of all your learners?

What were the strengths of this lesson?

What were the weaknesses of this lesson?

How would you change the lesson if you could teach it again?