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 8’s to 80

Pattern Sheet (3 minutes) On your mark Get set Go

Pattern Sheet

Fractions on a number line 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.

Compare Fractions 24/6 and 4/1 = 1/8 and 1/15 > 2/7 and 2/5 <

Compare fractions with the same numerator 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.

Application Problem 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

Concept Development 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

Problem Set

Problem Set

Problem Set

Student Debrief 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?