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Activity 1

20 mins

Compare Fractions with the Same Denominator

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to compare two fractions with the same denominator. Students may use any representation to reason how the size or the length of the parts in the two fractions are the same because the denominator is the same, but that there are different numbers of those parts because the numerators are different (MP2). Students also are reminded about the meanings of the symbols > and <.

MLR7 Compare and Connect. Synthesis: Invite groups to prepare a display that shows the strategy they used to compare the fractions. Encourage students to include details that will help others interpret their thinking. For example, specific language, using different colors, shading, arrows, labels, notes, diagrams, or drawings. Give students time to investigate each other’s work. During the whole-class discussion, ask students, “What do these representations have in common?” “How are they different?” and “What kinds of additional details or language helped you understand the displays?”
Advances: Representing, Conversing

Launch

Groups of 2
Display the first problem.
“Take a few minutes to decide which fraction is greater for each of these pairs.”
2–3 minutes: independent work time
“Share your ideas with your partner.”
1–2 minutes: partner discussion
Share and record responses.
Display: < and >
“Let’s refresh our memories about ‘less than’ and ‘greater than’ symbols. How do we read these symbols?” (“is less than” and “is greater than”)
Display: and
“How do we read these statements?” (One-half is less than 1. Five-fourths is greater than 1.)
“What expressions could you write about and , and and , using these symbols?” (, , , )
Share and display responses. Ask students to read aloud each statement that is shared.

Activity Synthesis

Select previously identified students to share different representations for comparing fractions with the same denominator.
Consider asking: “How are these representations alike? How are they different?”

Activity 2

15 mins

Spin to Win: Same Denominator

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Spin to Win Same Denominator Recording Sheet

Spin to Win Same Denominator Spinner

To Gather

Colored pencils

Paper clips

Activity Narrative

The purpose of this activity is for students to practice comparing fractions with the same denominator while playing a game. Students spin a spinner for the numerator of their fractions, and then locate and label the fractions on a number line to determine which fraction is greater.

Representation: Access for Perception. To support understanding, begin by demonstrating how to play one round of “Spin to Win.”
Supports accessibility for: Memory, Social-Emotional Functioning

Launch

Groups of 2
Give each group a paper clip, colored pencils, a spinner, and a recording sheet.
“Now you will play a game in which you compare fractions with the same denominator. To start, one player will choose a denominator for the first round.”
“Then each player will spin for the numerator and create their own fraction with that denominator. Then both players will locate and label their fractions on the same number line on the recording sheet, and determine whose fraction is greater.”
“If your fraction is greater, you get to choose the denominator for the next round. The goal of the game is to win as many rounds as you can.”
Ask the class to choose a denominator (2, 3, 4, 6, or 8). Then spin the spinner and discuss how to represent the fraction on a number line on the recording sheet.

Activity

10 minutes: partner work time
As students work, monitor for students who notice patterns as they play.

Student Task Statement

In this game, you will record fractions on number lines. Choose a writing utensil in a color different than your partner's, so you can tell which fraction is whose on each number line.

Each player spins the paper clip. The player who spins the higher number is Player 1.
Player 1 chooses a denominator for the first round: 2, 3, 4, 6, or 8.
Each player spins for the numerator of their fraction. If both players spin the same numerator, both players spin again until they are different.
Each player locates and labels their fraction on the same number line on the recording sheet.
Both players write their fractions and “>” or “<” on the recording sheet to complete the comparison statement.
The player with the greater fraction wins and picks the denominator for the next round.
Repeat for 10 rounds. The player who wins the most rounds wins the game.

Activity Synthesis

“What kind of number did you want to spin on your turn? Why?” (I wanted to spin a large number because a greater numerator means a greater fraction. If you spin a small number, then the lesser numerator makes a lesser fraction.)

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Lesson 15

Compare Fractions with the Same Denominator

Warm-up

Notice and Wonder: Two More Strips

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Compare Fractions with the Same Denominator

Standards Alignment

3.NF.3.d

Instructional Routines

Materials

Activity Narrative

Launch

Activity Synthesis

Activity 2

Spin to Win: Same Denominator

Standards Alignment

3.NF.3.d

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

3.NF.3.d

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?