# Lesson: Fractions: Ordering

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### Lesson Objective

SWBAT order sets of fractions.

### Lesson Plan

Materials Needed: scrap paper for DN, Fraction Cards, white board, dry erase markers, pencils, and IND Worksheet.
Vocabulary: whole (or ONE or unit), denominator, numerator, equivalent

……….
Do Now (3 -5 min): The teacher writes the following problem on the board.

Quinn and Emily shared a chocolate bard. Quinn ate 1 of the bard, and Emily ate 2.

Who ate more?______________

How much of the bar was left?_________________________

Opening (2 -3 min): Teacher quickly reviews answers to the Do Now. The teacher should then state the objective, “Yesterday, we renamed fractions as decimals and decimals ad fractions. Today, we are going to focus on the size of fractions. By the end of this lesson, you will be able to order sets of fractions.”

Direct Instruction (10 - 15 min): The teacher begins by asking students to take out their fraction cards or passes out the fraction cards. (Two sets have been provided based on your students needs). The teacher show ask the students to first look at the fractions with the same numerator, then the fraction with the same denominator.

Like Numerators
Tell the students to take out all the Fraction Cards with 1 in the numerator (1/2, 1/3, 1/4, 1/5, and 1/6).  Students should use a combination of both of the Fraction Card Sheets. Ask the students to line up the fractions for smallest to largest.

The teacher should ask the students, “What pattern do you notice?” [The larger the denominator, the smaller the fraction.]

The teacher should then ask the students, “What is the reason for this pattern? [As the denominator gets larger, the pieces get smaller because the whole is being divided into more pieces.]

Like Denominators
The teacher should then tell the students to put the card they just used back and take out all the Fraction Cards with 6 or 10 in the denominator. (1/6, 3/6, 4/6) or (use the other fractions pieces sheet and change the 1/10s to 0/10, 2/10, 4/10, 5/10, 6/10, 8/10, and 10/10 by using white out and making copies). Ask the students to arranged the fractions in a row, from smallest to largest fraction.
Using the Example Overhead the teacher should discuss the answers. The teacher can color the grid sections to show fractional parts.  For example:

The teacher should ask the students, “What pattern do you notice?” [The larger the numerator, the larger the fraction.]

The teacher should then ask the students, “What is the reason for this pattern? [Since all the pieces are the same size, more pieces make a bigger fraction.]

Different Numerators and Denominators
Ask the students to put away the card they have out and take out the following cards (1/4, 2/4, 2/3, 2/5, and 5/6). Then ask the students to line up the Fractions Cards from smallest to largest fraction, using the following procedure:

Tell the students to place the 2/4 card in front of all of them
Name one of the other cards (1/4, 2/3, 2/5, and 5/6) and ask the students whether that fraction is more or less than 2/4. Also ask how they know.
Direct student to place that card in the correct position.
Name the rest of the cards, one by one. Students place the card in the order, while the teacher asks for justification for each card’s placement.

Guided Practice (8 min): The teacher asks the students to work in pairs. They should be ordering the following Fraction Cards: ½, 2/10, 2/6, 2/3, and ¾. The teacher should circulate and assist as needed

Independent (10 min):  The teacher passes out the IND worksheet. The students should only complete the first column during IND Practice, the second column could be used for homework.

Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.

### Lesson Resources

 IND Order the Fractions Example Fraction Cards 2 differentiated Example Fraction Cards   Exemplar
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