Grade 3 Math TEKS 3.3H:Comparing Fractions

Learning Target: I can compare two fractions with like denominators using models.

Focuses On:

• Using visual models such as fraction circles and fraction strips to see the difference between fraction sizes in order to compare fractions with like denominators

Builds On:

2.3B:

Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

Next Level:

4.3D:

Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Read More:

This lesson is designed to support student understanding of how to compare fractions with like denominators.

The one instructional block has students compare fractions with the same denominator. The easier of the two skills (denominators vs. numerators), this lesson helps students visually and quickly see that if the denominator is the same, the numerator is all that needs to be compared.

Scaffolds and supports such as sentence frames, visual models and supported expressions are intentionally built throughout the lesson to support conceptual learning.  

Learning Target: I can compare two fractions with like numerators using models.

Focuses On:

• Using visual models such as fraction circles and fraction strips to see the difference between fraction sizes and compare
• Supporting the reasoning of why one fraction is greater using the size of the pieces

Builds On:

2.3B:

Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

Next Level:

4.3D:

Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Read More:

This lesson is designed to build on student understanding from second grade that the "larger the denominator, the tinier the pieces." It allows students to visually see the difference between fractions and compare easily.

The two instructional blocks in this lesson focus on comparing-like numerators and justifying reasoning.

The first instructional block has students compare fractions with the same numerator in order to visualize that the same number of parts might be shaded in a model, but the size of each part might be different.

The second instructional block focuses on justifying the reasoning that one fraction is larger than the other by modeling which one shows more that is shaded.

Scaffolds and supports such as sentence frames, visual models and supported expressions are intentionally built throughout the lesson to support conceptual learning.  

Learning Target: I can compare two fractions with like denominators in real world examples.

Focuses On:

• Comparing two fractions in a real world situation without models

Builds On:

2.3B:

Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

Next Level:

4.3D:

Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Read More:

This lesson is designed to move into a deeper understanding of comparing two fractions, first using models and then without models. Each story problem is designed to include fractions with like denominators for students to compare.

The two instructional blocks in this lesson focus on comparing fractions-using models and real world problems.

The first instructional block has students compare fractions with like denominators and is supported by models so students can visualize that they just need to compare the numerators when the denominator is the same.

The second instructional block focuses on real world problems without the use of models. The fractions used in these problems have the same denominator so students get accustomed to looking at the numerator in order to determine which fraction is larger.

Scaffolds and supports such as sentence frames, visual models and supported expressions are intentionally built throughout the lesson to support conceptual learning.  

Learning Target: I can compare two fractions with like numerators in real world examples.

Focuses On:

• Comparing two fractions in a real world situation without models

Builds On:

2.3B:

Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

Next Level:

4.3D:

Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Read More:

This lesson is designed to move into a deeper understanding of comparing two fractions without models. Each story problem is designed to include fractions with like numerators for students to compare.

The two instructional blocks in this lesson focus on comparing fractions-using models and real world problems.

The first instructional block has students compare fractions with like numerators. This instructional block is supported by models so students can visualize that the numerator may be the same in two fractions, but the denominator determines the size of the pieces and is needed in order to compare the fractions.

The second instructional block focuses on real world problems without the use of models. The fractions used in these problems have the same numerator so students get accustomed to looking at the denominator in order to determine which fraction is larger.

Scaffolds and supports such as sentence frames, visual models and supported expressions are intentionally built throughout the lesson to support conceptual learning.