Learning Library

# Fraction Action: Rectangles

No standards associated with this content.

Which set of standards are you looking for?

Students will be able to compare fractions with like denominators with a model to support their thinking.

(5 minutes)
• Gather students together, and review key terms.
• Remind the students that the numerator is the number on top in a fraction, and the denominator is on the bottom. Explain that greater than means bigger in value while less than means smaller in value.
• Tell students that they will work on comparing fractions with like denominators.
• Explain that s it is important to note whether the denominators are the same to compare the same whole.
(10 minutes)
• Show students a model of 2 circles. Model dividing both of the circles into 4 equal parts. Shade ¼ and ¾ on the different circles.
• Discuss with students which is greater.
• Show students a third circle. Divide this circle into 3 parts. Shade 1 of the parts. Direct students to compare the circle showing ¼ and 1/3.
• Discuss with students how both have the same numerator but different denominators. Emphasize the importance of looking at the part shaded in view of the whole circle.
• Repeat and continue to discuss this concept using more examples.
(15 minutes)
• Give each student a Fraction Rectangles worksheet.
• Have students cut out each large rectangle and shade the amount of parts of their choosing.
• Divide students into pairs. Have students compare the fractions and record the relationship using the signs. For example, if one student colored in 7 and another colored in 3, the students would write: 7/8 > 3/8.
(15 minutes)
• Distribute a second copy of the Fraction Rectangles worksheet.
• Instruct your students to repeat the guided practice activity individually.
• Have students glue rectangles to the construction paper and write the numerals and correct comparison sign between the rectangles.
• Enrichment: Direct students in need of a challenge to compare two fractions with unlike denominators.
• Support: For students in need of support, shade in the rectangles ahead of time instead of allowing the students to choose on their own. Have them identify the numerators.
(10 minutes)
• Show students more examples of fraction models with the same denominator.
• Have students write the correct comparison signs on individual whiteboards to hold up for quick assessments.
• Collect the construction paper with the rectangles to check for mastery.
(5 minutes)
• Gather students together. Ask several students to share the rectangles they compared.
• Have students read the signs they used in their comparisons.

Create new collection

0

### New Collection>

0 items

What could we do to improve Education.com?