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# Fraction Action: Rectangles

Let's divide! In this hands-on lesson, your students will get in on some fraction action when they pair up to create and compare fraction models with the same denominator.

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.