![]() Have students compare their answers then make a problem to quiz the partner if finished early. Students will use fraction tiles to complete the worksheetĬomparing Fractions with Strategies 2 (using benchmarks) The teacher will walk around the room to assist as needed. Students may complete a Desmos activity to sort fractions into categories of more or less than ½ ![]() Use benchmark fractions and number sense of fractions to estimate mentally and assess. Have them prove it by showing the model and also by writing the fractions in their notebook and doubling it. Find the common denominator & rename with an equivalent fraction. The numerator is not equal to or larger than the denominator, so â < ½.Īsk students if they think 6/10 is more or less than ½. Goal: To get the greater fraction and collect the most cards. The numerator is larger than the denominator, so 4/7 is more than ½. Skill: Comparing fractions using reasoning and benchmark fractions. If the answer is equal to or larger than the denominator, then it is more than ½. Ask students again how can this be true? Lead students to notice that the sizes (denominator) are 4 times smaller, so that means we need 4 times more pieces (numerator) to equal the same amount.Įxplain to students that a quick and easy way to find out if a fraction is larger or smaller than ½ is to double the numerator. Ask students how many pieces will make a whole? (8) Ask how many pieces will make ½? (4) So this is a fraction of 4/8. Lining up 2 pieces underneath, the student can see it is not quite half. How about 2 pieces?” Have students line up five fifth bars. Say: “If I want to share my candy bar with 5 people, I break it into 5 sections (fifths) Line up 5 â pieces under the whole. “Yes, and I would like you to notice that if I add the 2 pieces (½) and another 2 pieces (½) it makes 4/4 (one whole). “So, if I want to give you half of this candy bar, is one piece enough?” (No). ![]() They begin by using their understanding of benchmarks to reason about which of two fractions is. Line up four ¼ pieces under the whole tile. Students compare fractions greater than 1 in Lessons 26 and 27. ![]() Ask: “If I have a candy bar and break it into fourths, how many pieces do I have?” (4). Using the magnetic tiles, display one whole again. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Explain that the denominator tells you how big the piece is, but the numerator tells you how many of those pieces you have. Ask students “Why do you think we didn’t add the denominators?” (Because they were cut to that size and the size of the pieces did not change). Notice that we added the numerators (the number of pieces) but we did not add the denominators. Ask “How many of these pieces would it take to make a whole cake?” (2).That is correct. Have students find and display a ½ piece. Examples may include a brownie, candy bar, or even a piece of wood! A fraction just means breaking whole objects into equal sections. Brainstorm what this bar could represent. ![]() Allow students a few minutes to explore with them independently. One possible choice for a benchmark comparison is the fraction frac25, convenient because one of our fractions has 25 as a denominator. In this lesson, students will explore and learn a strategy to compare fractions without the use of a calculator using ½ as a benchmark. Some students may notice that â =3/9 Ask students how this could happen? Can we tell by looking at the models if it is more than ½? What I want to do in this video is get some practice comparing fractions with different denominators. These patterns support students in making conjectures, supporting their reasoning, and proving mathematical claims.Project the WODB on the board. Comparing fractions 1 (unlike denominators) Compare fractions with different numerators and denominators. When doing mathematics, patterns emerge. How We Compare Fractions Same Numerator/Same Denominator FIND Common Numerator/ Common Denominator Using Visual Models-area model, fraction bars, number.When the numerator is a bigger number than the denominator, the fraction is greater than one whole.Fractions equivalent to 1 whole have the same numerator and denominator.The only benchmark fractions addressed in this task are $\frac$ have a numerator that is half of the denominator. The goal of this task is to determine appropriate benchmarks for fractions with a focus on providing explanations that demonstrate deep conceptual understanding. ![]()
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