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Comparing Fractions
Name: Tom Blanchard
Grade Level

3rd Grade

Learning
Objective(s):

Students will be able to:

compare two fractions with unlike denominators

Key Vocabulary:
Compare, unlike, denominators, numerators, same, greater than (>), less
than (<), fractions, divide, division, multiply, multiplication, equal sized,
more, the most, the least, common, common numerators, common
denominators, unlike fractions,
Language goal: X fraction is greater than (less than or equal to) Y fraction
because .
Common Core
Learning
Standard
(CCSS-M)

3.NF.3d
Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols > = or < ,
and justify the conclusions, e.g. by using a visual fraction model.

Connection to
Prior Learning

Students have been learning about size of fractional pieces based on

the number of equal parts. They have already compared fractions
with equal sized pieces. Students have some experience comparing
unlike fractions, but they have not yet compared fractions using word
problems. They have also explored the relationship between the
numerator and the denominator, unit fractions, and some equivalent
fractions.

Materials
Needed

Smartboard with hexagon, triangle, trapezoid, and rhombus pattern

block manipulatives
Or pattern blocks drawn on white board or chart paper
Equal sized rectangular pieces (at least 4 per person)
Math notebooks, pencil
Colored pencils

Grouping
Options

Students will be in the meeting area, then seated at their desks in their
leveled math groups.

Differentiation

The teacher will have a word wall accessible for all students, which
includes many of the key vocabulary words. The teacher will also
remind English Language Learners and struggling mathematicians
what fraction, denominator, numerator and compare mean using
manipulatives prior to the start of the lesson. The teacher will have
students verbally reiterate the words through sentence frames to
practice using these words. The teacher may also provide a

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differentiated graphic organizer with pictures to help the English
Language Learners better understand the word problem.
Advanced: If students are finished early, instruct student to order four
different fractions (, , , ) on a number line from least to
greatest, in their math notebooks. Then, they can come up with two or
more fractions that could also be placed along the same number line.
Students give approximate positions of new fractions.
Teaching Steps Remind students about vocabulary denominator, numerator,
(15 minutes)
compare, greater than, less than, equal to.

Provide teaching point.

Activate prior knowledge: comparing fractions with unlike
denominators
Introduce problem on smartboard: Compare and . Which is
bigger? How do you know?
I can use whatever tools I need to figure this out. I could fold pieces of
paper into equal pieces or I could use pattern blocks.
Using smartboard manipulatives, move two hexagon pattern blocks
onto the smartboard.
Divide the hexagons into halves with the trapezoid and thirds with the
rhombuses.
Show only and , by covering only half of the hexagon with 1
trapezoid, and by covering one hexagon with 1 rhombus.
Model thinking about which unit fraction is greater.
Use symbols to show which is greater.
Discussion: How do we know that is greater than ?
Active

Involvement
(Guided
Engagement)
(10 minutes)

Discussion questions: When we are comparing fractions, what do we have to

remember about the whole?

Lets try a different strategy together to compare fractions. Introduce problem

on the board: Compare to .
Show students two equal sized rectangular strips of paper.
Ask one or two students to fold one paper into four equal sized pieces, and
the other into 8 equal sized pieces.
Color the unit fractions on the pieces of paper.
Discuss with students which is bigger and why.
Invite students to the smartboard to write which is greater or less than, using
symbols.

Independent
Engagement
(10-15 minutes
for share)

Could I compare of this paper to of the size of a text book? Why or why
not?

Provide instructions for assessment.

Teacher will walk around the classroom, actively scaffolding learning as

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necessary. The teacher will identify three students who used three different
strategies to share.

Assessment

Remind students that in order to compare they must use an equal sized
whole.
Ask: what manipulative can be divided into 6 equal pieces?
How can you fold a piece of paper into equal pieces?
How much of the paper should be colored?

Share:
Students will return to the meeting area with their worksheets.
Teacher will ask three students to come up and show how they solved the
problems. Other students will be asked to agree, disagree, and explain their
thinking.
Extend students thinking by asking: Aside from looking at a model, how do
we know that one fraction is bigger than another?
Students close the lesson by sharing what they learned about comparing
fractions with unlike denominators.
Student work and student talk

Comparing Fractions
Name _______________________________

Date _________________________

Read the problems carefully. Underline the key words. Use whatever tools you
need to help you solve the problem. For example, you could use pattern blocks,
or fold strips of paper and color them in, or you could draw a picture....
1. Compare and and . Put the fractions in order from least to greatest, then
explain your thinking in words.

2. Compare , and . Put the fractions in order from least to greatest, then
explain your thinking in words.

Challenge:
Danny and Keiths mom gives them both the same size rectangle cake. Their
mom cut Dannys cake into 5 equal sized pieces. Their mom cuts Keiths cake
into 3 equal sized pieces. Danny eats of his cake and Keith eats of his cake.
Who eats less? How do you know? (Use the back of the paper if you need more space)