## Reflection: Intervention and Extension Whose Piece Is Larger? - Section 3: Setting the Temperature

I noticed that some students kept choosing the fraction with the largest denominator to be the larger fraction.  To help correct this misconception, I want students to discover how to choose the larger fraction correctly. To do this I pair students with their assigned partner. I give them a set of five plates each. I ask students to divide  each paper plate into a different number of equal parts.

For struggling students, I provide a set of equal parts for them to represent: halves, thirds, fourths, fifths, sixths. I ask students to decorate their plates like pizza. However, I instruct them to be careful not to cover up the lines which divide the pizza into equal parts.  I give them about 15 minutes to create their wonderful delight.  As students are working, I circle the room to reinforce how to determine the larger fraction.  I ask some students to pick up the pizza showing halves.  I ask students what would happen if they ate one slice of this pizza, what fraction of the pizza would they have eaten? We would have eaten one half.  I ask a student volunteer to record one half on the board.  Then I ask students to pick up the pizza that represented fourths. What fraction of the pizza would you get?  We would get one-fourth.  I ask a student volunteer to write one fourth on the board.  Can anyone tell me what fraction would be the largest?  One half is the largest.  How do you know?  I can tell by looking at it. One slice of this pizza is larger than the other pizza.  I ask a student volunteer to go to the board and point to the larger fraction and place the appropriate symbol to make the comparison true.

I repeat this strategy until a level of understanding is reached.

Intervention and Extension: What I noticed!

# Whose Piece Is Larger?

Unit 3: Number & Operations-Fractions
Lesson 19 of 21

## Big Idea: Students are always concerned about whether they get their equal piece when things are divided. In this lesson, students will use fraction bars to visually see how to compare fractions

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55 minutes

### Carol Redfield

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