Warm-Up: What is Fair?

Instructions: Think about situations where something felt unfair.

1. Describe a time when you or someone you know experienced something unfair. How did it feel?
   
   
   
   
   
2. What do you think someone could do to make an unfair situation better? List at least two ideas.
   
   
   
   
   
   
   
3. Why is it important for everyone to be treated fairly?
   
   
   
   
   
4. Have you ever heard about someone who helped others get fair treatment? If so, who?
   
   
   
   
   

Who Was Cesar Chavez?

Cesar Chavez was a famous leader who worked to make life better for farmworkers in the United States. He was born in Arizona in 1927, during a time called the Great Depression, when many people were poor.

A Childhood of Hardship

When Cesar was a young boy, his family became migrant farmworkers. This meant they traveled from place to place, following the seasons to pick crops like grapes, lettuce, and apricots. Life was very difficult for farmworkers. They worked long hours in the hot sun for very little money. Often, they didn't have good places to live, and their children, like Cesar, had to move from school to school or even work in the fields instead of attending classes. Cesar saw firsthand how unfairly farmworkers were treated.

Finding His Voice

As Cesar grew up, he knew something had to change. He believed that farmworkers deserved better pay, safer working conditions, and respect. He decided to dedicate his life to helping them. He studied and learned about other leaders who fought for civil rights and justice, especially Martin Luther King Jr., who taught about non-violence – making change peacefully, without fighting.

In 1962, Cesar Chavez, along with Dolores Huerta, started a special group called the United Farm Workers (UFW). This was a union, a group of workers who joined together to have a stronger voice and ask for better conditions from their employers.

The Great Grape Boycott

One of the most powerful ways Cesar Chavez helped farmworkers was by organizing strikes and boycotts. A strike is when workers stop working to protest for better conditions. A boycott is when people stop buying a certain product to show their support for a cause.

In 1965, the UFW organized a famous grape strike and boycott. Cesar Chavez asked people all across America to stop buying grapes. He traveled to different cities, giving speeches and encouraging people to support the farmworkers. Many people listened and stopped buying grapes. This put a lot of pressure on the grape growers.

A Legacy of Justice

The grape boycott lasted for five long years, but it worked! Because of Cesar Chavez's leadership, the farmworkers' courage, and the support of people all over the country, many grape growers finally agreed to better pay and working conditions for their farmworkers.

Cesar Chavez showed that even ordinary people, when they come together peacefully, can bring about extraordinary change. He taught us the importance of justice and that everyone, no matter their job, deserves to be treated with dignity and fairness. He passed away in 1993, but his legacy continues to inspire people to fight for what is right.

Harvesting Understanding with Cesar Chavez

Instructions: Read the biography "Who Was Cesar Chavez?" carefully. Then, use the text to answer the questions below. Remember to use complete sentences and cite evidence from the text to support your answers!

Part 1: Main Idea and Key Details (RI.2, RI.1)

1. What is the main idea of the first section, "A Childhood of Hardship"?
   
   
   
   
   
   
   
   
   
   
   
2. List two key details from the text that describe the difficult conditions farmworkers faced when Cesar Chavez was young.
   * Detail 1: _________________________________________________________________________
   
   * Detail 2: _________________________________________________________________________
   
   
   
   
3. What was the main purpose of Cesar Chavez starting the United Farm Workers (UFW)? (Hint: What did he want farmworkers to be able to do?)
   
   
   
   
   
   
   
   
   
   
   

Part 2: Vocabulary Detective (L.4, RI.4)

Read the sentences from the text and answer the questions about the vocabulary words.

1. "When Cesar was a young boy, his family became migrant farmworkers. This meant they traveled from place to place, following the seasons to pick crops..."
   • In this sentence, what does migrant most likely mean based on the context? _______________________
     * What might be an antonym (a word that means the opposite) for migrant in this context? _______________________
     
     
     
     
     
2. "...he taught about non-violence – making change peacefully, without fighting."
   • The text tells us that non-violence means _______________________.
     * What might be a synonym for non-violence? _______________________
     * (ELL/ESL Support: You can draw a small picture here to show what non-violence looks like.)
     
     
     
     
     
3. "A boycott is when people stop buying a certain product to show their support for a cause."
   • Based on the definition given, a synonym for boycott could be: _______________________
     
     
     
     

Part 3: Text Structure and Features (RI.5)

1. Look at the headings in the reading "Who Was Cesar Chavez?". How do these headings help you understand the story of Cesar Chavez's life?
   
   
   
   
   
   
   
   
   
   
   
2. What text feature does the author use to highlight important vocabulary words in the reading? Give two examples of these words.
   
   
   
   
   
   
   

Part 4: Text Evidence and Impact (RI.1, RL.1, RI.2)

1. How did the grape boycott help farmworkers achieve better conditions? Use evidence from the text in your answer.
   
   
   
   
   
   
   
   
   
   
   
   
2. What were two positive changes that happened because of Cesar Chavez's work? Cite evidence from the text.
   * Change 1: _________________________________________________________________________
   
   * Change 2: _________________________________________________________________________
   
   
   
   
3. Why do you think Cesar Chavez is considered a champion for justice? Use details from the biography to explain your answer.
   
   
   
   
   
   
   
   
   
   
   
   

Harvesting Understanding with Cesar Chavez Answer Key

Part 1: Main Idea and Key Details (RI.2, RI.1)

1. Main idea of "A Childhood of Hardship": The main idea is that Cesar Chavez and other migrant farmworkers faced extremely difficult and unfair living and working conditions, often traveling constantly and struggling with poverty.

2. Two key details from the text that describe the difficult conditions farmworkers faced when Cesar Chavez was young:

   • Detail 1: "They worked long hours in the hot sun for very little money."
   • Detail 2: "Often, they didn't have good places to live, and their children, like Cesar, had to move from school to school or even work in the fields instead of attending classes."
     (Accept any two relevant details, e.g., "traveled from place to place," "saw firsthand how unfairly farmworkers were treated.")

3. Main purpose of Cesar Chavez starting the United Farm Workers (UFW): The main purpose of Cesar Chavez starting the United Farm Workers (UFW) was to create a "union," a group of workers who joined together "to have a stronger voice and ask for better conditions from their employers" for farmworkers.

Part 2: Vocabulary Detective (L.4, RI.4)

4. "When Cesar was a young boy, his family became migrant farmworkers. This meant they traveled from place to place, following the seasons to pick crops..."

   • In this sentence, what does migrant most likely mean based on the context? Traveling or moving from place to place.
   • What might be an antonym (a word that means the opposite) for migrant in this context? Settled (or permanent, stationary)

5. "...he taught about non-violence – making change peacefully, without fighting."

   • The text tells us that non-violence means making change peacefully, without fighting.
   • What might be a synonym for non-violence? Peaceful protest (or peaceful resistance, calm action)

6. "A boycott is when people stop buying a certain product to show their support for a cause."

   • Based on the definition given, a synonym for boycott could be: refusal to buy (or protest through not buying, abstention from buying)

Part 3: Text Structure and Features (RI.5)

7. How headings help understand the story: The headings (e.g., "A Childhood of Hardship," "Finding His Voice," "The Great Grape Boycott") help organize the information and show us the different stages or important parts of Cesar Chavez's life story. They help us follow the events in chronological order.

8. Text feature for important vocabulary and examples: The author uses bold words to highlight important vocabulary words. Two examples are migrant farmworkers and non-violence (or union, strike, boycott, justice).

Part 4: Text Evidence and Impact (RI.1, RL.1, RI.2)

9. How the grape boycott helped farmworkers: The grape boycott helped farmworkers achieve better conditions because "Cesar Chavez asked people all across America to stop buying grapes." This "put a lot of pressure on the grape growers" and eventually led to them agreeing "to better pay and working conditions for their farmworkers."

10. Two positive changes that happened because of Cesar Chavez's work:

    • Change 1: "many grape growers finally agreed to better pay and working conditions for their farmworkers."
    • Change 2: "His work inspired others to fight for civil rights and justice."
      (Accept any two relevant changes, e.g., "farmworkers got better pay and safer working conditions.")

11. Why Cesar Chavez is considered a champion for justice: Cesar Chavez is considered a champion for justice because he "dedicated his life to helping" farmworkers who were being "unfairly" treated. He used peaceful methods like organizing a "union" and a "grape boycott" to fight for "fair treatment" and "dignity" for all workers, ultimately bringing about "extraordinary change" and showing the importance of "justice."}}))akter_tool_code

Cool-Down: Legacy Reflection

Instructions: Answer the following questions about today's lesson on Cesar Chavez.

1. In your own words, what is one important thing you learned about Cesar Chavez today?
   
   
   
   
   

2. What is one main idea about Cesar Chavez's fight for justice that stood out to you?
   
   
   
   
   

3. Why was it important for Cesar Chavez to use non-violence to make changes?
   
   
   
   
   

4. What is one new vocabulary word you learned today, and what does it mean?
   New word: _________________________
   Meaning: _________________________________________________________________________
   
   
   

5. Look at the reading about Cesar Chavez. What is one text feature you noticed, and how did it help you understand the information?
   Text feature: _________________________
   How it helped: _________________________________________________________________________
   
   
   

Main Idea Mania!

Instructions: Read each short paragraph carefully. Then, identify the main idea and two key details that support it. Remember, the main idea is what the paragraph is mostly about, and key details are important facts or pieces of information that explain the main idea.

What is a Main Idea?

The main idea is the most important point an author wants you to remember about a topic. Think of it as the big picture!

Key details are facts, examples, or other pieces of information that help explain or prove the main idea.

Paragraph 1

Many animals live in the rainforest. Monkeys swing from trees, colorful parrots fly through the air, and jaguars hunt on the forest floor. Even tiny insects find homes in the leaves and flowers. The rainforest is a busy place!

1. What is the main idea of this paragraph?
   
   
   
   
   

2. List two key details that support the main idea.
   * Detail 1: _________________________________________________________________________
   
   * Detail 2: _________________________________________________________________________
   
   
   

Paragraph 2

Pizza is a popular food around the world. In Italy, people enjoy thin-crust pizzas with fresh tomatoes and mozzarella cheese. Americans often like thicker crusts with toppings like pepperoni and mushrooms. Even in Japan, you can find pizzas with unique toppings like seafood and corn.

3. What is the main idea of this paragraph?
   
   
   
   
   

4. List two key details that support the main idea.
   * Detail 1: _________________________________________________________________________
   
   * Detail 2: _________________________________________________________________________
   
   
   

Paragraph 3

Taking care of a pet can be a lot of work, but it's also very rewarding. You have to feed your pet every day, make sure they have fresh water, and take them for walks or playtime. Sometimes you even have to take them to the vet when they are sick. However, having a pet can bring so much joy and companionship.

5. What is the main idea of this paragraph?
   
   
   
   
   

6. List two key details that support the main idea.
   * Detail 1: _________________________________________________________________________
   
   * Detail 2: _________________________________________________________________________
   
   
   

Main Idea Mania! Answer Key

Paragraph 1

Many animals live in the rainforest. Monkeys swing from trees, colorful parrots fly through the air, and jaguars hunt on the forest floor. Even tiny insects find homes in the leaves and flowers. The rainforest is a busy place!

1. Main idea of this paragraph: The rainforest is home to many different kinds of animals.

2. Two key details that support the main idea:

   • Detail 1: Monkeys swing from trees, colorful parrots fly through the air, and jaguars hunt on the forest floor.
   • Detail 2: Even tiny insects find homes in the leaves and flowers.

Paragraph 2

Pizza is a popular food around the world. In Italy, people enjoy thin-crust pizzas with fresh tomatoes and mozzarella cheese. Americans often like thicker crusts with toppings like pepperoni and mushrooms. Even in Japan, you can find pizzas with unique toppings like seafood and corn.

3. Main idea of this paragraph: Pizza is a popular food that is enjoyed in many different ways around the world.

4. Two key details that support the main idea:

   • Detail 1: In Italy, people enjoy thin-crust pizzas with fresh tomatoes and mozzarella cheese.
   • Detail 2: In Japan, you can find pizzas with unique toppings like seafood and corn.

Paragraph 3

Taking care of a pet can be a lot of work, but it's also very rewarding. You have to feed your pet every day, make sure they have fresh water, and take them for walks or playtime. Sometimes you even have to take them to the vet when they are sick. However, having a pet can bring so much joy and companionship.

5. Main idea of this paragraph: Taking care of a pet requires a lot of effort but offers many rewards.

6. Two key details that support the main idea:

   • Detail 1: You have to feed your pet every day, make sure they have fresh water, and take them for walks or playtime.
   • Detail 2: Having a pet can bring so much joy and companionship.

Vocabulary Boost: Justice, Strikes, and Boycotts!

Instructions: For each word, read the sentence from the biography "Who Was Cesar Chavez?" and use context clues to help you. Then, write a synonym (a word that means almost the same), and an antonym (a word that means the opposite). Finally, use each word in your own complete sentence.

Word 1: Justice

• Sentence from text: "He taught us the importance of justice and that everyone, no matter their job, deserves to be treated with dignity and fairness."

• Synonym: _________________________________________________________________________
  
  
  

• Antonym: _________________________________________________________________________
  
  
  

• My sentence using 'justice':
  
  
  
  
  

Word 2: Strike

• Sentence from text: "A strike is when workers stop working to protest for better conditions."

• Synonym: _________________________________________________________________________
  
  
  

• Antonym: _________________________________________________________________________
  
  
  

• My sentence using 'strike':
  
  
  
  
  

Word 3: Boycott

• Sentence from text: "A boycott is when people stop buying a certain product to show their support for a cause."

• Synonym: _________________________________________________________________________
  
  
  

• Antonym: _________________________________________________________________________
  
  
  

• My sentence using 'boycott':
  
  
  
  
  

Vocabulary Boost: Answer Key

Word 1: Justice

• Synonym: Fairness, equity, righteousness
  
  
  

• Antonym: Injustice, unfairness, bias
  
  
  

• My sentence using 'justice': (Student answers will vary but should use 'justice' correctly, e.g., 'The judge made a decision based on justice and facts.')
  
  
  
  
  

Word 2: Strike

• Synonym: Protest, stoppage, walkout
  
  
  

• Antonym: Agreement, work, compliance
  
  
  

• My sentence using 'strike': (Student answers will vary but should use 'strike' correctly, e.g., 'The workers went on strike to ask for better pay.')
  
  
  
  
  

Word 3: Boycott

• Synonym: Refusal to buy, ban, protest
  
  
  

• Antonym: Support, endorsement, purchase
  
  
  

• My sentence using 'boycott': (Student answers will vary but should use 'boycott' correctly, e.g., 'Many people joined the boycott and stopped buying grapes.')
  
  
  
  
  

Warm-Up: What is a Hero?

Instructions: Think about someone you consider a hero. It could be a real person, a character from a book, or someone you know personally.

1. Who is your hero?
   
   
   
2. What makes this person a hero? List at least two reasons.
   
   
   
   
   
3. How did your hero make a difference in your life or in the world?
   
   
   
   
   
4. Have you ever heard about someone who used their words or pictures to help people? If so, who?
   
   
   
   
   

Who Was Jacob Riis?

Jacob Riis was a famous reporter and photographer who lived a long time ago, from 1849 to 1914. He was born in Denmark, a country in Europe, and later moved to New York City in the United States when he was a young man.

Life in New York City

When Jacob Riis first came to New York City, he was very poor. He saw many other poor people living in terrible conditions. Many families, especially immigrants, lived in crowded and dirty buildings called tenements. These buildings often had no windows, no fresh air, and no running water. Sickness spread easily, and children often played in unsafe streets because there were no parks.

A Reporter with a Camera

Jacob Riis became a police reporter, which meant he wrote about crimes and problems in the city. He spent a lot of time in the poorest neighborhoods. He saw firsthand how difficult life was for the people there. But just writing about it wasn't enough. He wanted to show people what he saw.

This was a time before many people had cameras. Photography was a new and exciting way to capture images. Jacob Riis learned how to take pictures, even in the dark, dirty tenements. He used a special kind of flash to light up the dark rooms and alleys.

How the Other Half Lives

In 1890, Jacob Riis published a very famous book called How the Other Half Lives. This book was filled with his powerful photographs and vivid descriptions. It showed the world the poverty (being very poor) and hardship that many New Yorkers faced every day. The pictures were shocking, and they made many people feel sad and angry.

Making a Difference

Because of Jacob Riis's book and photographs, important people, like politicians and wealthy citizens, began to pay attention. They realized that something needed to change. Soon, new laws were made to improve living conditions in the tenements. Some of the worst buildings were torn down, and parks and schools were built in their place.

Jacob Riis became known as a social reformer. A reformer is someone who tries to make society better. He used his unique talents as a writer and photographer to bring about real change and help improve the lives of countless people who were struggling. He truly uncovered the truth and inspired others to make a better world.

Digging Deeper with Jacob Riis

Instructions: Read the biography "Who Was Jacob Riis?" carefully. Then, use the text to answer the questions below. Remember to use complete sentences and cite evidence from the text to support your answers!

Part 1: Main Idea and Key Details (RI.2, RI.1)

1. What is the main idea of the first section, "Life in New York City"?
   
   
   
   
   
   
   
   
   
   
   

2. List two key details from the text that describe the conditions in the tenements.
   * Detail 1: _________________________________________________________________________
   
   * Detail 2: _________________________________________________________________________
   
   
   
   

3. What was the main purpose of Jacob Riis writing his book How the Other Half Lives? (Hint: What did he want people to know or do?)
   
   
   
   
   
   
   
   
   
   
   

Part 2: Vocabulary Detective (L.4, RI.4)

Read the sentences from the text and answer the questions about the vocabulary words.

4. "Many families, especially immigrants, lived in crowded and dirty buildings called tenements."

   • In this sentence, a synonym (a word that means almost the same) for crowded might be: _______________________
     * Based on the text, an antonym (a word that means the opposite) for crowded might be: _______________________
     
     
     
     
     

5. "This book was filled with his powerful photographs and vivid descriptions. It showed the world the poverty (being very poor) and hardship that many New Yorkers faced every day."

   • The text tells us that poverty means _______________________.
     * What might be an antonym for poverty? _______________________
   • (ELL/ESL Support: You can draw a small picture here to show what poverty looks like based on the text descriptions.)
     
     
     
     
     

6. "Jacob Riis became known as a social reformer. A reformer is someone who tries to make society better."

   • Based on the definition given, a synonym for reformer could be: _______________________
     
     
     
     

Part 3: Text Structure and Features (RI.5)

7. Look at the headings in the reading "Who Was Jacob Riis?". How do these headings help you understand the story of Jacob Riis's life?
   
   
   
   
   
   
   
   
   
   
   

8. What text feature does the author use to highlight important vocabulary words in the reading? Give two examples of these words.
   
   
   
   
   
   
   

Part 4: Text Evidence and Impact (RI.1, RL.1, RI.2)

9. How did Jacob Riis use photography to help people understand the problems in New York City? Use evidence from the text in your answer.
   
   
   
   
   
   
   
   
   
   
   
   

10. What were two positive changes that happened because of Jacob Riis's work? Cite evidence from the text.
    * Change 1: _________________________________________________________________________
    
    * Change 2: _________________________________________________________________________
    
    
    
    

11. Why do you think Jacob Riis is considered a hero? Use details from the biography to explain your answer.
    
    
    
    
    
    
    
    
    
    
    
    

Digging Deeper with Jacob Riis Answer Key

Part 1: Main Idea and Key Details (RI.2, RI.1)

1. Main idea of "Life in New York City": The main idea is that many poor people, especially immigrants, lived in very difficult and unhealthy conditions in crowded tenement buildings in New York City.

2. Two key details from the text that describe the conditions in the tenements:

   • Detail 1: "These buildings often had no windows, no fresh air, and no running water."
   • Detail 2: "Sickness spread easily, and children often played in unsafe streets because there were no parks."
     (Accept any two relevant details, e.g., "crowded and dirty buildings.")

3. Main purpose of How the Other Half Lives: The main purpose of Jacob Riis writing his book How the Other Half Lives was to show the world the extreme poverty and hardship that many New Yorkers faced every day, in order to make people aware and inspire change.

Part 2: Vocabulary Detective (L.4, RI.4)

4. "Many families, especially immigrants, lived in crowded and dirty buildings called tenements."

   • In this sentence, a synonym for crowded might be: packed (or squished, full, jammed)
   • Based on the text, an antonym for crowded might be: spacious (or empty, uncrowded, open)

5. "This book was filled with his powerful photographs and vivid descriptions. It showed the world the poverty (being very poor) and hardship that many New Yorkers faced every day."

   • The text tells us that poverty means being very poor.
   • What might be an antonym for poverty? wealth (or riches, prosperity)

6. "Jacob Riis became known as a social reformer. A reformer is someone who tries to make society better."

   • Based on the definition given, a synonym for reformer could be: activist (or improver, changer, advocate)

Part 3: Text Structure and Features (RI.5)

7. How headings help understand the story: The headings (e.g., "Life in New York City," "A Reporter with a Camera," "Making a Difference") help organize the information and show us the different stages or important parts of Jacob Riis's life story. They help us follow the events in chronological order.
   

8. Text feature for important vocabulary and examples: The author uses bold words to highlight important vocabulary words. Two examples are tenements and poverty (or social reformer).

Part 4: Text Evidence and Impact (RI.1, RL.1, RI.2)

9. How Jacob Riis used photography to help people: Jacob Riis used photography to help people understand the problems in New York City by taking "powerful photographs" of the "dark, dirty tenements" and the difficult lives of the poor. His pictures were "shocking" and "made people want to help" because they showed the reality of the situation.

10. Two positive changes that happened because of Jacob Riis's work:

    • Change 1: "new laws were made to improve living conditions in the tenements."
    • Change 2: "Some of the worst buildings were torn down, and parks and schools were built in their place."
      (Accept any two relevant changes, e.g., important people began to pay attention.)

11. Why Jacob Riis is considered a hero: Jacob Riis is considered a hero because he used his talents as a writer and photographer to expose the terrible living conditions of the poor. His work led to significant positive changes, such as new laws and the building of parks, which helped improve the lives of many people. He was a "social reformer" who made society better by "uncovering the truth."

Cool-Down: Biography Reflection

Instructions: Answer the following questions about today's lesson on Jacob Riis.

1. In your own words, what is a biography?
   
   
   
   
   

2. What is one main idea you learned about Jacob Riis today?
   
   
   
   
   

3. Why was it important for Jacob Riis to show people his photographs?
   
   
   
   
   

4. What is one new vocabulary word you learned today, and what does it mean?
   New word: _________________________
   Meaning: _________________________________________________________________________
   
   
   

5. Look at the reading about Jacob Riis. What is one text feature you noticed, and how did it help you understand the information?
   Text feature: _________________________
   How it helped: _________________________________________________________________________
   
   
   

Fraction Sort Challenge

Objective: Practice comparing and ordering fractions using models, benchmark fractions, or common parts.

Materials:

• Set of Fraction Cards (e.g., 1/2, 1/3, 3/4, 2/5, 5/8, 1/10, 9/12) - Teacher will prepare these by writing fractions on index cards or small paper slips.
• Worksheet: Fraction Comparison Challenge (already distributed)

Instructions:

1. Work in Pairs: You will work with a partner for this challenge.
2. Fraction Card Sort (5 minutes):
   • Your teacher will give each pair a set of mixed fraction cards.
   • Together, decide on a strategy (drawing models, using benchmarks, or finding common parts) to compare the fractions.
   • Your challenge is to sort your fraction cards from smallest to largest as quickly and accurately as possible!
   • Be ready to explain how you knew the order of your fractions.
3. Continue Worksheet Practice: After the sort, continue working independently on the remaining problems on your Worksheet: Fraction Comparison Challenge.

Fraction Comparison Small Group Practice

Objective: Provide scaffolded practice for comparing fractions using visual models, benchmarks, and common parts.

Instructions: Compare the fractions using >, <, or =. Use the area models provided or draw your own to help you. Fill in the blank to explain your thinking.

Remember to always compare parts of the same whole!

Part 1: Using Area Models

1. 1/2 _____ 1/4
   Draw an area model for 1/2:
   
   
   
   
   Draw an area model for 1/4:
   
   
   
   
   I know this because __________________________________________________________________
   
   
   

2. 2/3 _____ 1/3
   Draw an area model for 2/3:
   
   
   
   
   Draw an area model for 1/3:
   
   
   
   
   I know this because __________________________________________________________________
   
   
   

3. 3/4 _____ 2/4
   Draw an area model for 3/4:
   
   
   
   
   Draw an area model for 2/4:
   
   
   
   
   I know this because __________________________________________________________________
   
   
   

Part 2: Using Benchmarks (Closer to 0, 1/2, or 1)

4. 1/10 _____ 4/5
   1/10 is closer to _____. 4/5 is closer to _____. Therefore, 1/10 is _____ 4/5.
   
   
   

5. 3/6 _____ 7/8
   3/6 is equal to _____. 7/8 is closer to _____. Therefore, 3/6 is _____ 7/8.
   
   
   

Part 3: What Strategy Will You Use?

6. 2/5 _____ 2/10
   I will use the ____________________ strategy. I know this because __________________________
   
   
   
   
   

7. 1/3 _____ 3/9
   I will use the ____________________ strategy. I know this because __________________________
   
   
   
   
   

Part 4: More Practice with Common Denominators & Numerators

8. Compare 1/3 and 2/5.

   • Can we find a common denominator? Let's list multiples of 3: 3, 6, 9, 12, 15...
   • Let's list multiples of 5: 5, 10, 15...
   • Our common denominator is _____.
   • Change 1/3 to an equivalent fraction with a denominator of _____: /
   • Change 2/5 to an equivalent fraction with a denominator of _____: /
   • Now compare: / _____ /
   • So, 1/3 _____ 2/5.
     
     
     
     
     

9. Compare 4/7 and 4/9.

   • What do you notice about the numerators? ___________________________
   • Which denominator means bigger pieces? (Hint: fewer cuts mean bigger pieces!)
   • Draw an area model or explain:
     
     
     
     
   • So, 4/7 _____ 4/9.

Fraction Comparison Small Group Practice Answer Key

Part 1: Using Area Models

1. 1/2 > 1/4
   Draw an area model for 1/2: (Expected: Rectangle/circle divided into 2 equal parts, 1 shaded)
   Draw an area model for 1/4: (Expected: Identical rectangle/circle divided into 4 equal parts, 1 shaded)
   I know this because when the numerators are the same, the fraction with the smaller denominator is larger. Also, the shaded area for 1/2 is visually larger than 1/4.

2. 2/3 > 1/3
   Draw an area model for 2/3: (Expected: Rectangle/circle divided into 3 equal parts, 2 shaded)
   Draw an area model for 1/3: (Expected: Identical rectangle/circle divided into 3 equal parts, 1 shaded)
   I know this because when the denominators are the same, the fraction with the larger numerator is bigger. 2 parts are more than 1 part.

3. 3/4 > 2/4
   Draw an area model for 3/4: (Expected: Rectangle/circle divided into 4 equal parts, 3 shaded)
   Draw an area model for 2/4: (Expected: Identical rectangle/circle divided into 4 equal parts, 2 shaded)
   I know this because when the denominators are the same, the fraction with the larger numerator is bigger. 3 parts are more than 2 parts.

Part 2: Using Benchmarks (Closer to 0, 1/2, or 1)

4. 1/10 < 4/5
   1/10 is closer to 0. 4/5 is closer to 1 whole. Therefore, 1/10 is less than 4/5.

5. 3/6 < 7/8
   3/6 is equal to 1/2. 7/8 is closer to 1 whole. Therefore, 3/6 is less than 7/8.

Part 3: What Strategy Will You Use?

6. 2/5 > 2/10
   I will use the Common Numerator strategy. I know this because when the numerators are the same (both are 2), the fraction with the smaller denominator (5) represents larger pieces than the fraction with the larger denominator (10). So, 2/5 is larger than 2/10.

7. 1/3 = 3/9
   I will use the Common Denominator/Equivalence strategy. I know this because I can multiply the numerator and denominator of 1/3 by 3 to get 3/9. This shows they are equivalent fractions.

Part 4: More Practice with Common Denominators & Numerators

8. Compare 1/3 and 2/5.

   • Can we find a common denominator? Let's list multiples of 3: 3, 6, 9, 12, 15...
   • Let's list multiples of 5: 5, 10, 15...
   • Our common denominator is 15.
   • Change 1/3 to an equivalent fraction with a denominator of 15: 5/15
   • Change 2/5 to an equivalent fraction with a denominator of 15: 6/15
   • Now compare: 5/15 < 6/15
   • So, 1/3 < 2/5.

9. Compare 4/7 and 4/9.

   • What do you notice about the numerators? They are the same (both are 4).
   • Which denominator means bigger pieces? (Hint: fewer cuts mean bigger pieces!)
   • Draw an area model or explain: When numerators are the same, the fraction with the smaller denominator (7) has larger pieces than the fraction with the larger denominator (9). Therefore, 4/7 is larger than 4/9.
   • So, 4/7 > 4/9.

Fraction Comparison Small Group Practice

Objective: Provide scaffolded practice for comparing fractions using visual models, benchmarks, and common parts.

Instructions: Compare the fractions using >, <, or =. Use the area models provided or draw your own to help you. Fill in the blank to explain your thinking.

Remember to always compare parts of the same whole!

Part 1: Using Area Models

1. 1/2 _____ 1/4
   Draw an area model for 1/2:
   
   
   
   
   Draw an area model for 1/4:
   
   
   
   
   I know this because __________________________________________________________________
   
   
   

2. 2/3 _____ 1/3
   Draw an area model for 2/3:
   
   
   
   
   Draw an area model for 1/3:
   
   
   
   
   I know this because __________________________________________________________________
   
   
   

3. 3/4 _____ 2/4
   Draw an area model for 3/4:
   
   
   
   
   Draw an area model for 2/4:
   
   
   
   
   I know this because __________________________________________________________________
   
   
   

Part 2: Using Benchmarks (Closer to 0, 1/2, or 1)

4. 1/10 _____ 4/5
   1/10 is closer to _____. 4/5 is closer to _____. Therefore, 1/10 is _____ 4/5.
   
   
   

5. 3/6 _____ 7/8
   3/6 is equal to _____. 7/8 is closer to _____. Therefore, 3/6 is _____ 7/8.
   
   
   

Part 3: What Strategy Will You Use?

6. 2/5 _____ 2/10
   I will use the ____________________ strategy. I know this because __________________________
   
   
   
   
   

7. 1/3 _____ 3/9
   I will use the ____________________ strategy. I know this because __________________________
   
   
   
   
   

Part 4: More Practice with Common Denominators & Numerators

8. Compare 1/3 and 2/5.

   • Can we find a common denominator? Let's list multiples of 3: 3, 6, 9, 12, 15...
   • Let's list multiples of 5: 5, 10, 15...
   • Our common denominator is _____.
   • Change 1/3 to an equivalent fraction with a denominator of _____: /
   • Change 2/5 to an equivalent fraction with a denominator of _____: /
   • Now compare: / _____ /
   • So, 1/3 _____ 2/5.
     
     
     
     
     

9. Compare 4/7 and 4/9.

   • What do you notice about the numerators? ___________________________
   • Which denominator means bigger pieces? (Hint: fewer cuts mean bigger pieces!)
   • Draw an area model or explain:
     
     
     
     
   • So, 4/7 _____ 4/9.

Fraction Comparison Small Group Practice Answer Key

Part 1: Using Area Models

1. 1/2 > 1/4
   Draw an area model for 1/2: (Expected: Rectangle/circle divided into 2 equal parts, 1 shaded)
   Draw an area model for 1/4: (Expected: Identical rectangle/circle divided into 4 equal parts, 1 shaded)
   I know this because when the numerators are the same, the fraction with the smaller denominator is larger. Also, the shaded area for 1/2 is visually larger than 1/4.

2. 2/3 > 1/3
   Draw an area model for 2/3: (Expected: Rectangle/circle divided into 3 equal parts, 2 shaded)
   Draw an area model for 1/3: (Expected: Identical rectangle/circle divided into 3 equal parts, 1 shaded)
   I know this because when the denominators are the same, the fraction with the larger numerator is bigger. 2 parts are more than 1 part.

3. 3/4 > 2/4
   Draw an area model for 3/4: (Expected: Rectangle/circle divided into 4 equal parts, 3 shaded)
   Draw an area model for 2/4: (Expected: Identical rectangle/circle divided into 4 equal parts, 2 shaded)
   I know this because when the denominators are the same, the fraction with the larger numerator is bigger. 3 parts are more than 2 parts.

Part 2: Using Benchmarks (Closer to 0, 1/2, or 1)

4. 1/10 < 4/5
   1/10 is closer to 0. 4/5 is closer to 1 whole. Therefore, 1/10 is less than 4/5.

5. 3/6 < 7/8
   3/6 is equal to 1/2. 7/8 is closer to 1 whole. Therefore, 3/6 is less than 7/8.

Part 3: What Strategy Will You Use?

6. 2/5 > 2/10
   I will use the Common Numerator strategy. I know this because when the numerators are the same (both are 2), the fraction with the smaller denominator (5) represents larger pieces than the fraction with the larger denominator (10). So, 2/5 is larger than 2/10.

7. 1/3 = 3/9
   I will use the Common Denominator/Equivalence strategy. I know this because I can multiply the numerator and denominator of 1/3 by 3 to get 3/9. This shows they are equivalent fractions.

Part 4: More Practice with Common Denominators & Numerators

8. Compare 1/3 and 2/5.

   • Can we find a common denominator? Let's list multiples of 3: 3, 6, 9, 12, 15...
   • Let's list multiples of 5: 5, 10, 15...
   • Our common denominator is 15.
   • Change 1/3 to an equivalent fraction with a denominator of 15: 5/15
   • Change 2/5 to an equivalent fraction with a denominator of 15: 6/15
   • Now compare: 5/15 < 6/15
   • So, 1/3 < 2/5.

9. Compare 4/7 and 4/9.

   • What do you notice about the numerators? They are the same (both are 4).
   • Which denominator means bigger pieces? (Hint: fewer cuts mean bigger pieces!)
   • Draw an area model or explain: When numerators are the same, the fraction with the smaller denominator (7) has larger pieces than the fraction with the larger denominator (9). Therefore, 4/7 is larger than 4/9.
   • So, 4/7 > 4/9.