# Lesson Plan of Comparing Fractions

## Students` Learning Outcomes

• Compare fractions with same denominators, using symbols ‘<’, ‘>’, ‘=’.

### Information for Teachers

• Fractions that have same denominator are called like fractions e.g. • To compare like fractions look at the numerator, “greater the numerator greater is the fraction”. • While teaching the lesson, also consult textbook where and when applicable.

### Material / Resources

Writing board, chalk/marker, duster, paper strips, fraction flashcards

### Introduction

• Write following incomplete expressions and ask students to write relation signs (<,> or =) • Read the sentence from left to right.
• Explain the signs by using vocabulary greater than and lesser than.
• Write the following incomplete expressions and ask students to fill the boxes with suitable numbers e.g. ### Development

Activity 1

• Give paper strips to students and ask them to fold and shade to make any fraction.
• Ask students to search for all those class fellows who have fraction with same denominators. • Arrange them in a group (having same denominators).
• Ask them to line up their strips (fractions), paste on a chart paper and observe what is common between them.
• Tell them that all fractions that have the same denominators are called “like fractions”.
• Ask them to write all the fractions in their groups and compare which is the bigger fraction in each group by looking at the shading. • Ask them to choose any two fraction and show the relation by using “<”, “>”, or “=” sign.
• Display group work in front of the class.
• Discuss which fraction is bigger and which one is smaller. • Encourage them to generate examples to make a rule to compare all those fractions having same denominator.
• After the students have tried to make the rule tell them the rule and write it on the board.
• When comparing like fractions we compare the numerators. The fraction with the greater numerator is the greater fraction.
• Apply generalized rule to compare other fractions.

Activity 2

• Write some fractions having the same denominator on board e.g. • Discuss with students which fraction has greater shaded part and which has lesser part by looking at the diagrams. More shaded part represent bigger fraction. • Ask students to write the fractions in smaller to bigger and bigger to smaller order and use relation signs (< and >) accordingly. • Discuss the rule to compare fractions with same denominator.

Activity 3

• Write some fractions with same denominator on paper strips e.g. • Put them in a box and ask students to draw three fractions. • Ask them to compare fractions and write in their notebooks in ascending order (from smaller to bigger)

### Sum up / Conclusion

• Conclude that for comparing fractions with the same denominators we compare the numerators to see which numerator is greater. The fraction with the greater numerator is the greater fraction.
• Ask Ali shared 4/5 part of the bread with his friend. Usman shared 3/5 part of his bread. Who shared less and who shared more?

### Assessment

• Assign some fractions (e.g. 1/7, 2/7, 3/7, 4/7 etc.) to students and ask them to compare these fractions.
• Also arrange fraction in ascending or descending order.

• Write a string of fractions on board and ask students to write these fractions in their notebooks and use relation sign to compare boxes e.g. • Give few equivalent fractions and ask to complete the relation. • Ask the students to solve the questions given in the textbook.

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