Warm-Up: Fraction Check-In

Name: _________________________

Date: _________________________

Imagine you have a delicious chocolate bar. It has 8 equal pieces.

1. If you eat 3 of those pieces, what fraction of the chocolate bar did you eat? Draw a picture to show it.

2. Your friend eats 5 of those 8 pieces. Who ate more chocolate, you or your friend? Explain how you know.

3. Can you think of another way to write the fraction for the amount your friend ate that is equivalent? (Hint: Think about cutting the pieces differently!)

Teacher Note: For students with IEPs/504s, provide pre-drawn chocolate bar outlines or allow them to verbally explain their answers.

Teacher Script: Fractions

Warm-Up: Fraction Check-In (5 minutes)

"Good morning, everyone! Let's get our brains warmed up with a quick Fraction Check-In. Please take out your warm-up sheet. Imagine you have a delicious chocolate bar with 8 equal pieces. Answer the questions about eating some of those pieces. You have about 5 minutes to complete this. For those who need it, remember you can draw a picture or share your ideas verbally if that helps you explain your thinking."

(Circulate, check for understanding, and offer support. For students with IEPs/504s, provide pre-drawn fraction models or a simplified version of the warm-up question.)

"Alright, let's quickly share our answers. Who wants to tell us what fraction of the chocolate bar they ate if they had 3 pieces?" (Call on a student) "Great! And who ate more, you or your friend? How do you know?" (Call on a student) "Excellent explanation! We'll come back to that last question about another way to write the fraction later in our lesson."

Introduction to Comparing Fractions (Slide Deck & Script) (15 minutes)

"Today, we're going to become fraction detectives! We're going to learn how to compare fractions, use some special 'benchmark' fractions to help us, and find fractions that are exactly the same, which we call 'equivalent' fractions. By the end of this lesson, you'll be fraction pros!"

(Display Slide 1: Welcome to Fraction Fun! and then Slide 2: What's a Fraction, Anyway?)

"First, let's quickly remind ourselves: What exactly is a fraction? Can someone explain what the top number, the numerator, tells us?" (Wait for responses) "And the bottom number, the denominator?" (Wait for responses) "Fantastic! Remember, the denominator tells us how many equal parts make up the whole."

(Display Slide 3: Comparing Fractions: Same Denominator)

"Now, let's think about comparing fractions. If the denominators are the same, like in our chocolate bar example from the warm-up, it's pretty straightforward. Look at 3/4 and 2/4. Which one is bigger?" (Allow students to answer) "Exactly! When the denominators are the same, the fraction with the bigger numerator is the bigger fraction. It's like having slices of pizza that are the same size – more slices means more pizza!"

(Display Slide 4: Comparing Fractions: Different Denominators)

"But what happens when the denominators are different? It's like comparing apples and oranges! We can't just look at the numerators anymore. We need some clever strategies to figure it out. And that's what we'll explore next!"

(Display Slide 5: Strategy 1: Benchmark Fractions (1/2))

"Our first strategy involves using 'benchmark' fractions. Think of a benchmark like a landmark – it helps us know where we are. Our first benchmark is 1/2. Can you think of some fractions that are exactly 1/2?" (Guide students to understand that the numerator is half the denominator, e.g., 2/4, 3/6). "Now, if a fraction's numerator is less than half its denominator, is it more or less than 1/2?" (Less) "And if it's more than half?" (More) "Let's try: Is 3/8 more or less than 1/2? How do you know? Turn and talk to a partner for 30 seconds."

(Allow time for think-pair-share. Call on students to share their reasoning.)

(Display Slide 6: Strategy 1: Benchmark Fractions (1 Whole))

"Our next benchmark is 1 whole. When does a fraction equal 1 whole?" (When the numerator and denominator are the same). "Like 4/4 or 8/8. Knowing these benchmarks, 1/2 and 1 whole, can really help us compare fractions quickly!"

(Display Slide 7: Finding Equivalent Fractions)

"Now let's talk about equivalent fractions. Equivalent fractions are like twins – they look different but have the exact same value. Think back to the last question on our warm-up. Did anyone think of another way to write the fraction 5/8 that's equivalent?" (Guide students, if needed, to think about how 5/8 compares to 1/2 or 1. If students offer correct equivalent fractions, affirm them. If not, don't worry, the next slide explains it.) "Imagine eating 1/2 of a pizza. Now imagine cutting that same pizza into 4 pieces and eating 2 of them. Did you eat the same amount? Yes! So, 1/2 and 2/4 are equivalent!"

(Display Slide 8: How to Find Equivalent Fractions)

"The trick to finding equivalent fractions is simple: Whatever you do to the numerator, you must do to the denominator! You can either multiply both by the same non-zero number, or divide both by the same non-zero number. Who can give me an example of a fraction equivalent to 1/3?" (Guide students to multiply by 2/2, 3/3, etc., to get 2/6, 3/9, etc.)

Fraction Wall Activity (20 minutes)

(Display Slide 9: Let's Build a Fraction Wall!)

"Now for some hands-on fun! We're going to build a 'Fraction Wall'. This wall will help us visually see how different fractions relate to each other, which will make comparing and finding equivalent fractions much clearer. Please get into your small groups. Each group will receive a Fraction Wall Activity Guide and the materials: paper strips, scissors, and rulers."

"Follow the instructions on the guide carefully. Work together, discuss what you notice, and help each other out. I'll be circulating to assist. You have about 20 minutes for this activity. For students with IEPs/504s, remember you can work with your partner, and I have some pre-cut or pre-labeled strips if needed."

(Circulate, provide guidance, and encourage discussion within groups.)

Guided Practice: Worksheet & Discussion (10 minutes)

(Display Slide 10: Practice Time: Fraction Comparison)

"Excellent work with your fraction walls, everyone! Now it's time to put your fraction detective skills to the test on your own. Please take out the Fraction Comparison Worksheet. We'll do the first couple of problems together to make sure we're on the right track."

(Go over the first 2-3 problems on the worksheet as a class, demonstrating strategies like common denominators or benchmark fractions. Emphasize showing work. For students with IEPs/504s, remind them about their alternative worksheet or visual aids.)

"Now, continue working independently on the rest of the worksheet. Remember to use the strategies we discussed: looking at common denominators, using benchmark fractions like 1/2 and 1 whole, and thinking about equivalent fractions if it helps you compare. You have about 10 minutes."

(Circulate, provide individual support, and answer questions.)

Wrap-Up & Discussion (10 minutes)

(Display Slide 11: Fraction Experts!)

"Alright, fraction experts! Time is almost up. Let's wrap up our learning with a class discussion using our Fraction Talk Discussion Guide."

"What was one new thing you learned about comparing fractions today?"

"Which strategy for comparing fractions do you think is most helpful, and why?"

"Can someone explain in their own words what an equivalent fraction is?"

"How might you use fractions in your everyday life outside of school?"

"Great discussion everyone! Please hand in your Fraction Comparison Worksheet as you leave. You all did a fantastic job becoming fraction experts today!"

Fraction Wall Activity Guide

Goal: To build a visual model of fractions to help compare them and understand equivalent fractions.

Materials per Group:

• 5-6 strips of paper (each the same length, e.g., 12 inches long and 1 inch wide)
• Scissors
• Ruler
• Pencil/Markers

Instructions:

1. Label your WHOLE: Take one strip of paper. Label it "1 Whole." This is your reference for all other fractions.
   
   
2. Make Halves: Take a second strip. Fold it in half exactly. Cut along the fold. You now have two equal pieces. Label each piece "1/2." Write the fraction on each piece.
   
   
3. Make Thirds: Take a third strip. Fold it into three equal parts. (This might be tricky! You can use your ruler to measure if you like, or try to eyeball it and adjust). Cut along the folds. Label each piece "1/3."
   
   
4. Make Fourths: Take a fourth strip. Fold it in half, then fold it in half again. Cut and label each piece "1/4."
   
   
5. Make Sixths: Take a fifth strip. Fold it in half, then into three equal parts (or into three equal parts, then in half). Cut and label each piece "1/6."
   
   
6. Make Eighths: Take a sixth strip. Fold it in half, then in half, then in half again. Cut and label each piece "1/8."
   
   
7. Assemble your Wall: Lay all your fraction pieces out. Start with "1 Whole" at the top. Underneath, place your halves, then thirds, then fourths, and so on. Make sure the start of each fraction piece lines up!
   
   

Discuss & Explore (with your group):

• Which pieces are longer? Which are shorter? What does that tell you about the size of the fractions?
• Can you find any fractions that are the same length? (For example, how many 1/4 pieces fit exactly under a 1/2 piece?) These are equivalent fractions!
• Use your fraction wall to compare 1/3 and 1/4. Which is greater?
• How many 1/8 pieces make up 1/2?

Teacher Note: Encourage students to be precise with their folding and cutting. For students with IEPs/504s, provide pre-cut strips or strips pre-marked with fold lines to reduce fine motor demands. Consider having some groups focus on fewer fraction divisions (e.g., halves, fourths, eighths) if needed.

Fraction Comparison Challenge!

Name: _________________________

Date: _________________________

Instructions: Be a fraction detective! Compare the fractions in each pair. Write >, <, or = in the circle to show your answer. Draw pictures or use your fraction wall if it helps!

1. 1/2 O 1/4

2. 3/5 O 2/5

3. 2/3 O 1/3

4. 1/3 O 1/6

5. 3/4 O 7/8

6. 2/6 O 1/3

7. Compare 4/8 and 1/2. Are they equivalent? Explain how you know.

8. Sarah ate 2/3 of her sandwich. Tom ate 5/6 of his sandwich. Who ate more? How do you know?

9. Draw a picture to show that 1/4 is equivalent to 2/8.

10. Write two fractions that are equivalent to 1/2.

Teacher Note: For students with IEPs/504s, consider providing a version of the worksheet with pre-drawn fraction models or fewer problems.

Fraction Comparison Challenge! Answer Key

Instructions: Be a fraction detective! Compare the fractions in each pair. Write >, <, or = in the circle to show your answer. Draw pictures or use your fraction wall if it helps!

1. 1/2 > 1/4
   Thought Process: When comparing fractions with different denominators, we can think about their size relative to a whole. A half is clearly larger than a quarter. Visually, if you cut a pizza into 2 pieces, one piece is bigger than if you cut it into 4 pieces and take one. Alternatively, find a common denominator: 1/2 = 2/4. Since 2/4 > 1/4, then 1/2 > 1/4.

2. 3/5 > 2/5
   Thought Process: When the denominators are the same, compare the numerators. The larger numerator means a larger fraction. 3 is greater than 2, so 3/5 is greater than 2/5.

3. 2/3 > 1/3
   Thought Process: Similar to the previous problem, the denominators are the same. Compare the numerators: 2 is greater than 1, so 2/3 is greater than 1/3.

4. 1/3 > 1/6
   Thought Process: Even though 6 is a larger number than 3, when it's in the denominator, it means the whole is divided into more pieces, making each piece smaller. So, 1/3 is a larger piece than 1/6. Alternatively, find a common denominator: 1/3 = 2/6. Since 2/6 > 1/6, then 1/3 > 1/6.

5. 3/4 < 7/8
   Thought Process: To compare these, we can find a common denominator, which is 8. To change 3/4 to eighths, multiply the numerator and denominator by 2: (3 * 2) / (4 * 2) = 6/8. Now compare 6/8 and 7/8. Since 6 < 7, then 6/8 < 7/8, so 3/4 < 7/8.

6. 2/6 = 1/3
   Thought Process: We can simplify 2/6 by dividing both the numerator and denominator by their greatest common factor, which is 2. (2 ÷ 2) / (6 ÷ 2) = 1/3. Since 2/6 simplifies to 1/3, they are equivalent. Alternatively, to change 1/3 to sixths, multiply numerator and denominator by 2: (1 * 2) / (3 * 2) = 2/6. So 2/6 = 2/6.

7. Compare 4/8 and 1/2. Are they equivalent? Explain how you know.
   Thought Process: Yes, they are equivalent. We can simplify 4/8 by dividing both the numerator and denominator by 4. (4 ÷ 4) / (8 ÷ 4) = 1/2. This shows that 4/8 has the same value as 1/2. You can also see this on a fraction wall, where a 1/2 piece takes up the same space as two 1/4 pieces or four 1/8 pieces.

8. Sarah ate 2/3 of her sandwich. Tom ate 5/6 of his sandwich. Who ate more? How do you know?
   Thought Process: Tom ate more. To compare 2/3 and 5/6, find a common denominator, which is 6. To change 2/3 to sixths, multiply the numerator and denominator by 2: (2 * 2) / (3 * 2) = 4/6. Now compare 4/6 and 5/6. Since 5 > 4, then 5/6 > 4/6. Therefore, Tom ate more of his sandwich.

9. Draw a picture to show that 1/4 is equivalent to 2/8.
   Thought Process: (Student drawing should show a whole divided into 4 equal parts with 1 shaded, and an identical whole divided into 8 equal parts with 2 shaded, demonstrating they cover the same area.)

10. Write two fractions that are equivalent to 1/2.
    Thought Process: To find equivalent fractions, multiply the numerator and denominator by the same non-zero number. Examples: 1/2 * (2/2) = 2/4; 1/2 * (3/3) = 3/6; 1/2 * (4/4) = 4/8.
    Possible answers: 2/4, 3/6, 4/8, 5/10, etc.

Fraction Talk Discussion Guide

Goal: To reflect on strategies for comparing fractions and understanding equivalent fractions.

Discussion Prompts:

1. What was one new thing you learned about comparing fractions today?
   
   
   
2. Which strategy for comparing fractions (like denominators, benchmark fractions, equivalent fractions) do you think is most helpful, and why?
   
   
   
3. Can someone explain in their own words what an equivalent fraction is? Why is it useful to know about equivalent fractions?
   
   
   
4. How did building the fraction wall help you understand fractions better? What did you notice?
   
   
   
5. Can you think of any real-life situations where knowing how to compare fractions or find equivalent fractions would be important? (Think about sharing, cooking, building, etc.)
   
   
   
6. If you had to teach a friend one thing about fractions from today's lesson, what would it be?
   
   
   

Teacher Note: Encourage all students to participate, providing sentence starters or visual aids as needed for students with IEPs/504s. Accept various forms of response (verbal, drawing, short written responses).