Unit 9: Comparing Fractions

Subject: Math
Grade: 4th grade
Name of Unit: Comparing Fractions
Length of Unit: 11 days
Overview of Unit:

Priority Standards for unit:

Recognize and generate equivalent fractions.
Compare two fractions using the symbols >, = or <, and justify the solution.
Supporting Standards for unit:
Use decimal notation for fractions with denominators of 10 or 100.
Understand that fractions and decimals are equivalent representations of the same
quantity.
Explain and/or illustrate why two fractions are equivalent.

Unwrapped Concepts Unwrapped Skills Blooms

(Students need to (Students need to be able to Taxonomy
know) do) Levels Webb's DOK

Equivalent fractions Recognize Remember 1

Equivalent fractions Generate Understand 1

Two fractions using

symbols >,=, or < Compare Understand 1

Two fractions using

symbols >,=, or < Justify Understand 2
Essential Questions: (All questions are based off priority standards. We do not write questions
from supporting standards. What questions by the end of the unit do the students need to be able
to answer? If you were giving parents what main questions the unit to test their children at home.
Every question starts with how or why)
1. How do we know if fractions are equal to each other?
2. How do we show that fractions are equal to each other?
3. How do we know if a fraction is greater than another?
4. How do we show that a fraction is greater than another?
5. How do we know if a fraction is less than another?
6. How do we show that a fraction is less than another?
7. How do we make fractions equal to each other?
8. How do we compare two fractions using mathematical symbols?
9. How do we answer questions about two fractions using mathematical symbols?
Enduring Understanding/Big Ideas: (Answer essential questions but look through a lense of a
parent)
1. We know if fractions are equal to each other by cross multiplying (multiplying or
dividing the numerator and denominator by the same number.)
2. We show that two fractions are equal to each other by placing an equal symbol (=)
between the two equivalent fractions.
3. We know if a fraction is greater than another by 1) Look at the denominators of the two
fractions. 2) Find a new number that both denominators go into and multiply that number
by the denominator and numerator. 3) Once both fractions have been changed on the
numerator and denominator, you can compare the two fractions.
4. We show that a fraction is greater than another by placing a greater than or less than (>,<)
between the two fractions, having the open side of the symbol facing the bigger number.
Example: (>)
5. We know if a fraction is less than another by 1) Look at the denominators of the two
fractions. 2) Find a new number that both denominators go into and multiply that number
by the denominator and numerator. 3) Once both fractions have been changed on the
numerator and denominator, you can compare the two fractions.
6. We show that a fraction is less than another by placing a greater than or less than (>,<)
between the two fractions, having the close side of the symbol facing the smaller number.
Example: (>)
7. We show that two fractions are equal to each other by 1) Look at the denominators of the
two fractions. 2) Find a new number that both denominators go into and multiply that
number by the denominator and numerator. 3) Once both fractions have been changed on
the numerator and denominator, you can compare the two fractions.
8. We show that two fractions are equal to each other by placing an equal sign (=) between
the two equivalent fractions. Example: (=)
9. We answer questions about two fractions using mathematical symbols by writing out
what we see. Example: =...one-half is equal to one-half.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Recognize Equivalent
Genrate Fractions
Compare Symbols
Justify Denominators
Use Decimals
Understand
Explain
Illustrate
Representations
 Topic 1 - Symbols, Fractions, Decimals

Main Teaching Topics: (Topics are the main teaching points broken apart into chunks)
1. Symbols, Fractions, Decimals

Engaging Experiences
(These are not lesson plans these are engaging moments the students should have during this
unit)

Engaging Experience 1
Title: Fraction Strips
Suggested Length of Time: 60 minutes
Standards Addressed
Priority: Compare two fractions using the symbols >, = or <, and justify the
solution.
Detailed Description/Instructions: Student will be given a white piece of paper with dotted
lines on it. The students will cut on the dotted lines, make 12 strips. The students will color
each strip a different color. We will get back together and fold each strip into 1 whole, ,
, , , , , 1/10, 1/12. The students will then, based on the folding, label each fold that
makes a square. The students will then cut the paper. I will then conduct a mini lesson with
the students. I will explain what we are doing and how to conduct the activity. There will be
a powerpoint with what to do that we will go through together.
Example:
Engaging Experience 2
Title: Comparing Fractions
Suggested Length of Time: 45 minutes
Standards Addressed
Priority: Compare two fractions using the symbols >, = or <, and justify the solution.
Recognize and generate equivalent fractions.
Detailed Description/Instructions: Students will be split into groups of two or three. There
will be a timer on the board for 5 minutes. There will be 8 stations with cards or an
activity. The students will have 5 minutes to answer the cards and activity and share with
their group what the answer is. After the activity, we will get together. Each group will
share one of their answers and will have a chance to shoot a ball into the basketball goal.
Example:
Engaging Experience 3
Title: Popcorn Maths
Suggested Length of Time: 45 minutes
Standards Addressed
Priority: Compare two fractions using the symbols >, = or <, and justify the solution.
Detailed Description/Instructions: The students will each get a popcorn bin with fractions
on them. The students will be given 20 white squares to put different fractions on. Along
with the white, the students will be given 3 orange squares the put greater than, less than,
and equal symbols on. The students will crumple up the paper into small balls and place
them in the popcorn bin. The student will pull two white popcorn out and compare the two
fractions with the symbols. After they are done, they will write out the equation in front of
them on paper in both numerical and written form, justifying their solution.
Example:
 Engaging Scenario

Engaging Scenario
Situation: Students will understand how to recognize and generate equivalent fractions. They will also
be able to justify how they compare fractions using mathematical symbols.
Challenge: Students will create fractions, as well as being able to compare fractions using mathematical
symbols. Students will also be configuring with classmates about what symbols to use and how to
compare them. Students will be assessed with the teacher and asked to justify their solution.
Specific roles: Students will be making fractions, comparing, and switching fractions box with students.
Students will also be sharing aloud answers while teacher facilitates.
Audience: Classmates and teacher.
Product/Service: Sheet with all fraction equations made as well as configuring with teacher on
understanding.