Reflection: Connection to Prior Knowledge Which Fraction is Greater? - Section 3: The Comparing Game


The larger fraction version was a great way for my students to activate their prior knowledge of mixed numbers and improper fractions.  They were able to create models of the fractions and translate them into mixed numbers to compare. 

The smaller fraction version was harder for some students.  They were able to create models for fractions less than one, but sometimes struggled to compare them to see which one was smaller.  I asked students what they could do, besides a picture, to prove that one fraction was smaller than another.  Students then created equivalent fractions with common denominators in order to compare.

I made sure that each group worked on at least version 1 and version 2 of the game.  With a few minutes left in this section, I stopped students to ask them some questions.  I asked students, “What is the largest fraction you can create with this spinner?” and “What is the smallest fraction you can create with this spinner?” Students participated in a Think Pair Share.  Students were able to explain their fractions and why they were the smallest/biggest.  These questions related to the first question of the Fraction Pre-Test.  Students were engaging with MP2: Reason abstractly and quantitatively and MP7: Look for and make use of structure.

  Connection to Prior Knowledge: Connecting to Prior Knowledge and Questioning
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Which Fraction is Greater?

Unit 4: Fraction Operations
Lesson 4 of 19

Objective: SWBAT: • Compare fractions • Develop strategies for comparing fractions

Big Idea: Which fraction is greater: 9/8 or 4/3? Students play the comparing game in order to develop strategies for comparing fractions.

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Math, Number Sense and Operations, 6th grade, master teacher project, comparing fractions
  60 minutes
unit 4 3 image
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