Comparing Fractions: Race to the Number Line

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

4

Overview

Students will work in groups to put fraction cards on a number line. They will need to use strategies based on fraction models and benchmarks to determine the proper placement. This can be done as a race between groups.

This activity results from the ALEX Resource Development Summit.

Phase

During/Explore/Explain

Mathematics (2019) Grade(s): 4

MA19.4.14
Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, $\frac{1}{2}$, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

Vocabulary

Compare
Equivalent fraction
Numerator
Denominator
Benchmark fraction
Concrete model
Visual model
Length model
Area model

Knowledge

Students know:

Comparing two fractions is only valid if they refer to the same whole.
Meaning of comparison symbols,, or = .
Fractions can be represented by a variety of visual models (length and area).

Skills

Students are able to:

Use concrete models, benchmarks, common denominators, and common numerators to compare two fractions and justify their thinking.
Explain the comparison of two fractions is valid only when the two fractions refer to the same whole.

Understanding

Students understand that:

When comparing fractions they must refer to the same whole.
Benchmark fractions can be used to compare fractions.
Fractions can be compared by reasoning about their size using part to whole relationship.
Fractions can be compared by reasoning about the number of same-sized pieces.
Fractions can be compared by reasoning about their size when there are the same number of pieces.
Fractions can be compared by reasoning about the number of missing pieces.

Learning Objectives

Students will be able to compare fractions with different numerators and denominators using models and benchmarks.

Activity Details

Begin by putting students in groups of 3-4. Each group will need a set of fraction cards and a set of anchor cards.
Each group will need plenty of room to spread out on the floor or a group of desks. They will place their anchor cards (0, 1/2, 1, and 2) in order to create a number line. They must work together as a group to put their fraction cards in the correct spot on the number line.
Tell students that some fractions may be equivalent and will need to be on the same spot on the number line. They need to make sure that all cards are visible, even if they are at the same spot.
As students are working, walk around and question students on their placement of the cards on the number line. If students need help, encourage them to draw a model or use strategies based on benchmarks or comparing the size of the pieces.
If you want to make the activity a race, the first group to have all of their fraction cards in the correct spot on the number line wins.

Assessment Strategies

Observe and question students to assess their ability to compare fractions using benchmarks, models, or the size of the pieces. You can use a checklist to keep track of which students are struggling or need enrichment.

Variation Tips

You can have each group check the work of the other groups after everyone is finished.
You can accommodate the activity by removing some of the fraction cards or limiting the number line to between 0 and 1.
Another option is to complete the number line as a whole class -- give each student a fraction card and have them place it in the correct spot.

Background / Preparation

You will need a set of fraction cards and anchor cards for each group of students. The students will need room to spread out to make the number line, so plan to give each group some space. (Consider going outside if the weather is nice!)

https://docs.google.com/document/d/174IkwCrwLJWrEv-2IBscp7WH8ZJ2L5GQZjjtR6RhIbU…

Approved Date

2020-06-18

Owner (Author)

seasley

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