Reflection: Developing a Conceptual Understanding Comparing Fractions - Section 4: Closure


As I reflect upon this lesson, I realize that the students learned things in 3rd grade about fractions, and they now are applying them in 4th grade.  As one student explained her logic about denominators that she learned in 3rd grade, I thought back to other students in previous years relaying their 3rd grade knowledge to me.  Yes, they learned that the larger the denominator, the smaller the pieces.  When they get to 4th grade, for some reason, they do not realize that the numerator must be a factor in comparing the fractions.  Therefore, I use models and fraction strips to help the students understand the relationship between the numerator and the denominator.  When they draw it out, they can see.  Even though 5/8 has a larger denominator than 2/4, it is still greater than 2/4.  The visual model shows them this.  This gives the students that conceptual understanding about comparing fractions.

  Models and Tools
  Developing a Conceptual Understanding: Models and Tools
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Comparing Fractions

Unit 1: Fractions
Lesson 4 of 22

Objective: SWBAT compare fractions by using the benchmark fraction 1/2, then justify their answer with fraction strips.

Big Idea: Using benchmark fractions and drawing visual models are two strategies to compare fractions.

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  50 minutes
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