# Reasoning to Compare Fractions

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The lesson presents various strategies students may use to compare fractions. The lesson begins with a brief introduction reviewing greater than (<), less than (>), and equal to (=) signs. The lesson provides examples in which students look at fractions with either the same numerator or the same denominator to determine which is larger. Illustrations are provided with the examples to enhance understanding especially for visual learners. The lesson may be used in conjunction with other lessons related to fractions.

## Reasoning to Compare Fractions Lesson Plan Includes:

• Full Teacher Guidelines with Creative Teaching Ideas
• Instructional Content Pages about the Reasoning to Compare Fractions
• Hands-on homework activities giving students plenty of practice
• Common Core State Standards
• Built for Grades 3-4 but can be adapted for other grade levels.

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### Description

The lesson presents various strategies students may use to compare fractions. The lesson begins with a brief introduction reviewing greater than (<), less than (>), and equal to (=) signs. The lesson provides examples in which students look at fractions with either the same numerator or the same denominator to determine which is larger. Illustrations are provided with the examples to enhance understanding especially for visual learners. The lesson may be used in conjunction with other lessons related to fractions.

#### Classroom Procedure:

1. Begin by explaining to students that often times we have to compare two fractions.
2. While reading the content pages, reinforce vocabulary and give students additional examples of comparing fractions problems in order to help them practice the new skill. Use the additional resources to enhance understanding.
3. Introduce the notes on reasoning to compare fractions. Have students practice problems with and without the same numerators and denominators.  Use the additional resources to enhance understanding.
4. Have students practice problems drawing models and using algebraic symbols.
5. Follow Activity page with students. Have students work individually or in pairs.
6. Distribute Practice page. Check and review the students’ responses as a class.
7. Distribute the Homework page. Have students work a few problems at the beginning of the next class to reinforce the skill.
8. In closing, ask students to explain why the larger the denominator is the smaller the piece of the whole becomes.
9. Allow for responses and discussion.

Common Core State Standards:

CCSS.Math.Content.3.NF.A.3.D, CCSS.Math.Content.4.NF.A.2

Class Sessions (45 minutes): 1 class session