Third Grade, Module 5, Lesson 29

Objective: Compare fractions with the same numerator using >, <, = and use a model to reason about their size.

Materials: white boards

Fluency Practice

Count by 3’s to 30

Count by 7’s to 70Count by 8’s to 80

Pattern Sheet (3 minutes)

On your mark

Get set

Go

Pattern Sheet

Karen practiced the piano for 2/3 of an hour on Saturday and 3/3 of an hour on Sunday. Which point on the number line shows the total amount of time Karen practiced the piano.

0 1 2 A B C D E F E=5/3 hours practiced altogether.

Fractions on a number line

24/6 and 4/1 = 1/8 and 1/15 > 2/7 and 2/5 < 8/8 and 4/5 > 3/6 and ½ =

Compare Fractions

Say the fraction that is shaded.

2/3

How many unit should I shade to show 2 sixths? 2 On your white board write the larger fraction. 2/3

Compare fractions with the same numerator

Catherine and Diana buy matching scrapbooks.

Catherine decorates 5/9 of the pages in her book.

Diana decorates 5/6 of the pages in her book.

Who has decorated more pages of her scrapbook?

Draw a picture to support your answer.

Application Problem

Application Problem

Today we are going to use the first rectangle of the lesson 25 template (you will draw your own the same size and the same shape) to play a game.

At my signal draw and label a fraction less than ½ and label it below your rectangle.

Check your partner’s work to make sure it is less than ½.

Concept Development

This is how we are going to play the game today. For the next round, we’ll see which partner is quicker, but still correct.

As soon as you finish your drawing, raise your white board.

If you are quicker, then you are the winner of the round. If you are the winner of the round, you will stand up and your partner will remain seated.

If you are standing, you will then move to partner with the person on your right.

Concept Development

Ready? At my signal draw and label a fraction

greater than ¼. Check your partner’s answer to make sure it

is correct. Let’s try less than 1/12 Greater than 3/6 Equal to 2/3 Less than 8/8

Concept Development

Draw my shapes on your board. Make sure they match in size like mine.

Partition both shapes into sixths. Partition the second shape to show double

the number of units in the same whole.

Concept Development

What fractional units do we have? Sixths and twelfths

4/6 4/12

Shade in 4 units of each shape and label the shaded fraction beside each shape.

Write the sentence comparing the fraction using greater than, less than, or equal to.

4/6 is greater than 4/12

Concept Development

Now write the comparison as a number sentence with the correct symbol between the fractions.

4/6 > 4/12

Concept Development

Draw my rectangles on your board.

Partition the first rectangle into sevenths and the second one into fifths.Shade three units in each and label the shaded fraction

Concept Development

Write a sentence comparing the fractions using greater than, less than, or equal to.

3/7

3/5 3/7 is less than 3/5 Now, write the comparison as a number

sentence. 3/7 < 3/5

Concept Development

Partition the first number line into eighths and the second number line into tenths.

0 1

8/8

0 1

On the first number line label 8/8 On the second number line label 2 copies of 5/10

Concept Development

Say the sentence comparing the fractions using greater than, less than, or equal to.

0 1 8/8

0 10/10

They are equal to. They both have the same point on the line.They are equivalent! Write the comparison number sentence.8/8 = 10/10

Concept Development

Problem SetName Date

Label each shaded fraction. Use >, <, or = to compare. The first one has been done for you.

1. 2.

3. 4.

5. Partition each number line into the units labeled on the left. Then, use the number lines to compare the fractions.

a. b. c.

0 1

0 1

0 1

halves

fourths

eighths

Draw your own model to compare the following fractions.

6. 7.

8. John ran 2 thirds of a kilometer after school. Nicholas ran 2 fifths of a kilometer after school. Who ran the shorter distance? Use the model below to support your answer. Be sure to label 1 whole as 1 kilometer.

9. Erica ate 2 ninths of a licorice stick. Robbie ate 2 fifths of an identical licorice stick. Who ate more? Use the model below to support your answer.

Problem Set

Problem Set

Look at the models in problems 1-4. When comparing fractions, why is it so important that the wholes are the same size?

How did you use models to determine greater than, less than, or equal to?

What if you didn’t have models for these problems? How could you compare the fractions?

Student Debrief