2017-2018 11/13/2017 - 11/13/2017

Mrs. Danielle Bozung Day View

Monday 11/13/2017

Math 9:50am - 11:00am

Compare Fractions
Today's SOL Focus
MA.4.2.a Compare and order fractions and mixed numbers
MA.4.2.c Identify the division statement that represents a fraction.

I CAN compare fractions to find out which ones are smaller, larger, equal to each other
BY using fraction circles
SO THAT I understand how to compare fractions
Success Criteria for Today
Correctly answering the questions on the 1-10 Comparing Fractions worksheet
Long Term Assessment
Test on November 30, 2017
Vocabulary
compare, order, fractions, mixed numbers, equivalent, whole number, numerator, denominator
Procedure/Activites
SOL Question: attached
Warm-Up Question: attached
After going over the warm-up question, use 3/6 from the problem to go over numerators and denominators
1. The "3" is how many pieces you have
2. The "6" is how many pieces there are total
3. For example: If there is a pizza divided into 8 slices total but you only take 2 pieces of pizza, you have 2 out of the 8
total slices of pizza, or 2/8 of the pizza
1. draw this on the board as you explain
4. Write 3/10 on the board
1. Have students give an example to explain what each of these numbers mean (like the pizza example)
5. Do as many example fractions as necessary until students understand what a numerator and a denominator are
Write 1/5 and 1/3 on the board
1. Ask students which fraction they think is bigger
2. Break down the fraction
1. What does 1/5 mean? (1 is how many pieces you have and 5 is the total number of pieces)
2. What does 1/3 mean? (1 is how many pieces you have and 3 is the total number of pieces)
3. Draw two circles on the board and split one into four pieces and the other into six pieces
1. If these were pizzas delivered to your house, would you want 1 slice from the pizza in four pieces or one slice from
the pizza in six pieces? (the four piece one because you would get a bigger piece)
4. The more times you split a pizza (the more slices you make) the smaller the slices will be, so the bigger fraction is the
one with the least amount of total pieces
1. 1/3 is bigger than 1/5 because it is split into 3 total pieces instead of 5 total pieces
Write 1/4 and 1/6 on the board
1. Repeat the previous steps to give students another example, but use a number line this time
2. Draw a number line on the board (0 to 1, with 1/2 in the middle)
3. What is 1/2 of 4?
1. So if you have 2 out of 4 pieces, you have half of them, or 1/2
2. But our fraction is 1/4, so we know we only have 1 out of the 4 pieces
3. Does this mean that 1/4 is smaller or bigger than 1/2?
4. So where should it go on the number line?
4. What is 1/2 of 6?
1. So if you have 3 out of 6 pieces, you have half of them, or 1/2
2. But our fraction is 1/6, so we know we only have 1 out of the 6 pieces
3. Does this mean that 1/6 is smaller or bigger than 1/2?
4. So where should it go on the number line?
5. If this is where both of our fractions are on our number line, which one is bigger?

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2017-2018 11/13/2017 - 11/13/2017
Mrs. Danielle Bozung Day View

6. Do as many fraction examples as needed for students to understand this concept

Introduce fraction circles
1. Show students how they work
1. show a whole and overlap pieces of a whole on top to show how you can make a whole with the pieces
2. Remind students that the denominator shows the total number of pieces you need to put together to have one
whole
3. After explaining fraction circles, pair up students and allow them to play with them for a few minutes on their own
Pass out 1-10 Comparing Fractions worksheet (attached)
1. Do the first question together as a class
1. Explain how to answer the question using the fraction circles
2. Have students work in their pairs to complete the sheet using the fraction circles
If students finish early and need something to work on, give them the second Comparing Fractions worksheet (attached)
Attachments
SOL.png
WARMUP.png
1-10ComparingFractions.docx
ComparingFractionsWorksheet.pdf

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