Comparing Fractions Worksheet

Name:_____________ Date:______________

Math Unit: Getting Funky with Fractions Ali Pepin Dates teaching unit: 2.10-3.28
This unit has the following in this order: 1) Standards 2) Rationale 3) Weekly Plans 4) Daily Plans with worksheets 5) Possible Games 6) Online resources 7) Guides/Anchor Chart Templates

Standards for unit:

CCSS.Math.Content.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. CCSS.Math.Content.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. CCSS.Math.Content.5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1

Rationale:
The unit is meant to expose the students to fractions in different forms. Students will get a chance to work with manipulatives and numbers in different forms. Students will see how fractions are common in every day life and they use fractions daily. At the end of this unit students will be able to simplify fractions and use problem solving methods to figure out fraction comparison problems. Students will benefit from comparing different fractions because students need to understand the

Comparing Fractions Worksheet

Name:_____________ Date:______________

steps it takes to compare numbers to help them compare things in general. Students will become acquainted with finding greatest common factor to help them simplify fractions. Overall, students should become exposed to the idea of fractions and be able to use models to help in problem solving with fractions. Students should be able to generate models on their own and compare different data to make claims on the explanation for each numbers connection.

Weekly Plans:
Week 1: Introduction with fractions, vocab terms: numerator/denominator, working with fractions using circles. Students will get fraction circle hand outs to aid in problem solving. Students will learn that fractions are just forms of division. Make anchor chart for these ideas. Week 2: Review basic fraction ideas. Begin mini series: introducing students to fractions in different forms such as fractions using rulers, fractions using money, fractions using clocks, using a fraction table to display data. Week 3: Continue practice with fractions with clocks, formative assessment with fraction of time, clock fraction packet Week 4: Equivalent fractions, comparing fractions, make fraction booklet (layered book), worksheets involving comparing fractions Week 5: Simplifying Fractions, work with finding Greatest Common Factor, reducing fractions, finding fractions in simplest form, packets involving simplifying fractions Week 6: Review and Focus problem, focus problem: which table should Scott sit for largest share of glue, review of fractions and comparing fractions.

Daily detailed plans:

Day one:
Collect information about your fellow Total:

Comparing Fractions Worksheet

Name:_____________ Date:______________

classmates: Students wearing jeans: Students wearing boots: Students wearing glasses: Students with brown hair: Students with blonde hair: Students with red hair: Students with black hair: Students wearing sneakers: Students wearing long sleeves: Students wearing short sleeves: Students in Mr. Js class: Students in Mrs. Brundages class: Students in Mrs. Seagrens class: Students

Total students in class today: _____________ Students come in, tell students we are going to do a little survey. Start asking for the above chart information Gather totals of different information in chart Gather total students How do we represent different comparisons of what we have of one subject to the total number of that subject. How can we write it? 20-24 20:24 20 of 24

Comparing Fractions Worksheet

Name:_____________ Date:______________

20 out of 24-lets talk about this one. out of means what? If we have 2 out of 10 then how can we write that? 2/10 if we have 4 out of 5, then how can we write that? 4/5 if we have 20 students wearing jeans out of 25 students total, how can we write that? 20/25 Now you fill in the 3rd column by giving the comparison like we just found Students fill out chart for 5 min Go through chart, fill out with students All of these numbers youve created. We call these fractions! Now were going to write some vocab in your journals- We have a top number and thats called a numerator, the number under the line is called the denominator. The denominator is the number on the bottom of the fraction-Its the whole we are talking about-the total number of something, this may be 1 or it could be 25. The numerator is the number on top of the fraction that accounts for the parts of the whole that we have. This could also be any number. If we have 13 dogs and 5 of those dogs are brown, that means we only have 5 brown dogs out of 13 total dogs. The whole or total is 13, and the part of the whole is 5. So the definitions you write are: Numerator: The top number in a fraction. It shows how many parts we have.-think: the numerator is the number up north. Denominator: The bottom number in a fraction. It shows how many equal parts the item is divided into.-think: the denominator is the number Down below (make connections 10-15 min) *if need to fill time we can give them different fractions or example fractions such as 10 and have them give us the numerator and the denominator

Day two and three:

** print morning of 2.11-copy in binder (2x-one in plans, and then put handout in handouts section), also email to brad Materials: fraction circles handout 1 (labeled), fraction circles handout 2 (unlabled), fraction sheet work problem handout Overall idea for day: Review yesterday-students explain, vocab-2 words, present poster idea-give criteria, give students materials, work time 15 min, anchor chart connections, turn in computer paper plan at end of class.

Comparing Fractions Worksheet

Name:_____________ Date:______________

Students can figure out their representations-each pair of students will turn in their work on 2-13 Review from yesterday: how do I go from 2/6 to 1/3? Can someone show me how I would do this? Can you model it? (7 min) Continue giving denominator and numerator introduction-use powerpoint from previous day (6 min) Give students fraction circles with labels (the handout with all)-have them look over and make observations, what did you notice?- think-pair-share (5 min) Present idea: you are going to be making a poster-today will be the planning phaseyou are going to get: (10 min-mini lesson style) An index card with a fraction, a blank fraction circle paper-1 model (not included in the 3 we require), computer paper, colored pencils, etc So they should have: index card, fraction circle papers, computer paper Have them brainstorm and work and think of things with that fraction-fill out their worksheet-how many shaded boxes? Ways to represent their fraction-different pictures you could draw to signify this fraction circle. (15 min work time ) give them their fraction circle, cut it out, glue it to piece of computer paper and work with partner (5 min)-now you give them a specific fraction-and they have to work with their partner to figure out all the ways to model this fraction-can you simplify it? So if you got 2/6 can you make 1/3?-can your fraction be simplified? Think of how you see fractions in your life? On their computer paper plan by end of class: should have fraction, numerator labeled, denominator labeled, blank fraction circle, and different models to represent their fraction. 3 representations at least-person with most correct models get a prize, use different shapes, you dont have to use parts of a whole-think of it in terms of yesterday and the survey, You can use words, shapes, numbers, groupings, counters, etc. (Anchor chart for 10 min discussion) Anchor chart with vocab and with things in red below-ask students to explain these points using their fraction circles. in the end we will be able to explain the statements below in red. Statements to teach them: A fraction is another representation for division.-we are dividing the pie into equal pieces-Dont say this, let students discover and explain it-whats the relationship between fractions and divison?. In fact, division (as its name implies) can be thought of as the process of breaking apart whole objects into their fractional or decimal parts.

Comparing Fractions Worksheet

Name:_____________ Date:______________

Fractions are relations-the amount or size of the whole matters. Fractions may represent division with a quotient less than one. Equivalent fractions represent the same value. With unit fractions, the greater the denominator, the smaller the piece is.look how 1/13 pieces are smaller than ..etc Pieces dont have to be congruent or equivalent. Fractions and decimals are different representations for the same amounts and can be used interchangeably

Students share out to the class as a pair and discuss their ideas-how do we relate this to real world? By the end of this unit you should be able to: Add/subtract fractions with like denominators Add/subtract mixed numbers Convert mixed numbers to improper fractions Convert improper fractions to mixed numbers Compare fractions using the <, >, = Plot fractions on a number line Use visual models to compare and find equivalent fractions Multiply a fraction by a whole number

Students play I have, who has card game.

How can we represent these fractions? Choose a circle and shade it to represent a fraction below. 5/12 2/3 3/8 4/5 5/6 11/12 4/7

Comparing Fractions Worksheet

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Comparing Fractions Worksheet

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___ Students play I have, who has card game

Day Four:
Math Plan-start students off with how can we represent fractions worksheet Now do different models of each fraction Continuing to work on coming up with different ways to model your fraction Doc cam Powerpoint: (10 min) Finding fractions in powerpoint-students look and make observations (10 min) Powerpoint is on computer Students work: (7 min) Making own fraction table-pass out worksheets-students have worksheet in front of them and complete independently (10 min)

Comparing Fractions Worksheet

Name:_____________ Date:______________

Students work: on posters (35 min) Students are beginning to finish up their posters-make sure they have everything they need-add to the posters

Comparing Fractions Worksheet

Name:_____________ Date:______________

Day Five:
Rulers and fractions Students will closely look at rulers. Each student has a ruler and looks at how is bigger than and 1/8 is smaller than and 1/16 is the smallest the lines get on a ruler. Have students examine different measurements of items around the classroom and round to the nearest inch, the nearest inch, the nearest 1/8 inch, and finally the nearest 1/16 inch. Which measurement gets you the most accurate measure? Students get rulers and fill out on own then go over together. Item Nearest inch Nearest inch Nearest 1/8 inch Nearest 1/16 inch Which is closest measure?

Worksheet to go along with this lesson: This is just writing your own fractions and labeling the aspects of the fraction. Fraction Picture Words Numerator Denominator Equivalent (Find one fraction? other than the fraction circles!)

Comparing Fractions Worksheet

Name:_____________ Date:______________

Day Six/Seven/Eight:
Powerpoint about money and fractions Math for 3.3 Overall: Game, powerpoint, money groups, share out, exit pass Play I have, who has? game (7 min)-print out in the morning

Comparing Fractions Worksheet

Name:_____________ Date:______________

Go over powerpoint about money and fractions (15 min) http://www.slideshare.net/milgat/money-and-fractions Make sure to ask: What coin is of a dollar? What coin is of a dollar? What coin is 1/20 of a dollar? What coin is 1/100 of a dollar? What coin is 1/10 of a dollar? Money groups-each table has a fraction of a dollar to solve. Work for 10 min, share out for 10 min. (20 min)-worksheets for credit Exit pass of:(5 min) Give me 2 ways to make 5/10 of a dollar-show your math. Fractions for table groups: 20/100, 2/4, 5/20, 4/10, 1/2 Fill out table, if extra time come up with new fraction to work on. Student work should be as follows: How to show 20/100 using the coin that is 1/100 of a dollar? Fraction: 20/100 20 pennies math 1/100+1/100+1/100 can you use different coins to make this fraction? How to show 2/4 using the coin that is of a dollar? Fraction: 2/4 2 quarters math + can you use different coins to make this fraction? How to show 5/20 of a dollar using the coin that is 1/20 of a dollar? Fraction: 5/20 5 nickles math 1/20+1/20+1/20+1/20+1/20 can you use different coins to make this fraction? How to show 4/10 of a dollar using the coin that is 1/10 of a dollar? Fraction 4/10 4 dimes math 1/10+1/10+1/10+1/10 can you use different coins to make this fraction? How to show of a dollar using the coin that is of a dollar? Fraction 1 half dollar math can you use different coins to make this fraction?

Comparing Fractions Worksheet

Name:_____________ Date:______________

Worksheet to go along with this lesson: Fraction: Money examples: Show math: Can you find different coins to make this fraction?

Comparing Fractions Worksheet

Name:_____________ Date:______________

Day Nine/Ten/Eleven:
Fractions with clocks. http://support.prometheanplanet.com/server.php?show=ConResource.27647 follow book about clocks and fractions 1. promethean planet slides (10 min) 2. make big clock (5 min) 3. big clock up front- show different times, have groups use one of their clocks and show me different times as I walk around the class, students do first worksheet as Im walking between each group (15 min) 4. do second worksheet and find equivalent fractions (15 min) Students complete fraction clock packet: Twelfths 1/12 of an hour = _____minutes So what is 2/12 of an hour? ______ minutes 3/12 of an hour = _______ minutes 4/12 of an hour = _______ minutes 5/12 of an hour = _______ minutes 6/12 of an hour = _______ minutes 7/12 of an hour = _______ minutes 8/12 of an hour = _______ minutes 9/12 of an hour = _______ minutes 10/12 of an hour = ______ minutes 11/12 of an hour = ______ minutes 12/12 of an hour = ______ minutes Halves

Comparing Fractions Worksheet

Name:_____________ Date:______________

of an hour = _________ minutes 2/2 of an hour = ________ minutes Thirds 1/3 of an hour = ________ minutes 2/3 of an hour = ________ minutes 3/3 of an hour = ________ minutes Fourths of an hour = _________ minutes 2/4 of an hour = ________ minutes of an hour = _________ minutes 4/4 of an hour = ________ minutes Fifths 1/5 of an hour = ________ minutes 2/5 of an hour = ________ minutes 3/5 of an hour = ________ minutes 4/5 of an hour = ________ minutes 5/5 of an hour = ________ minutes Sixths 1/6 of an hour = ________ minutes 2/6 of an hour = ________ minutes

Comparing Fractions Worksheet

Name:_____________ Date:______________

3/6 of an hour = ________ minutes 4/6 of an hour = ________ minutes 5/6 of an hour = ________ minutes

Based on the minutes you wrote, what fractions are equal? Write them below.

Day Twelve/Thirteen/Fourteen: Introduction to comparing fractions. Anchor chart: 4 Ways to help compare fractions: 1. When fractions have a different denominator and same numerator we must compare denominators and compare size of denominator. Ex. 1/12 and 1/4 the 4ths are larger so is larger than 1/12. Pieces of 4 are larger than 12 pieces. 2. When fractions have different numerators but the same denominator we just have to compare the numerators. 3. Compare fraction to a landmark fraction ex. 1/2 4. Work on making the layered fraction comparison booklet-day nine and ten is just having students make the booklet. Guide them to make correct marks so the fractions line up. Day eleven will be completing the comparing fractions worksheet below:
Use the <, >, or = to compare the fractions using your new fraction organizer. 1. 1/2 _______ 3/4 2. 1/2 _______ 1/6 3. 2/4 _______ 3/8 8. 2/2 _______ 7/8 4. 9/16 ______ 1/2 5. 3/4 ______ 4/6 9. 4/8 _______ 1/2 10. 1/8 _______ 1/9 6. 2/3 _______ 4/6 7. 2/6 _______ 1/2

Comparing Fractions Worksheet

Name:_____________ Date:______________

11. 1/4 _______ 1/6 12. 2/3 _______ 5/6 13. 3/9 _______ 1/3 14. 7/8 _______ 8/9 15. 12/16 _____ 3/4 16. 10/16 _______ 5/8 17. 11/16 _______ 7/9 18. 8/16 ________ 1/2 19. 4/4 _________ 6/6 20. 2/3 _________ 2/6 21. 3/8 _________ 3/9 22. 1/6 _________ 2/9 23. 6/8 _________ 3/4 24. 5/8 _________ 6/9 25. 13/16_______5/6 26. 2/3 _________ 6/8

27. 2/3 _________ 6/9 28. 4/16 _______ 1/4 29. 2/16 _______ 1/8 30. 1/4 ________ 2/6

Fraction Packet 3.20.14

Name:__________________

Day Fifteen and Sixteen: Finding greatest common factor-powerpoint. Students practice finding GCF on powerpoint and working at their tables to find the GCF for different numbers then applying it to fractions. Students work on reducing fractions packet below:
1) Simplify 2/6. Step 1: Find GCF of 2 and 6. Factors of 2: Factors of 6: GCF: Step 2: Divide BOTH top and bottom by the GCF. Step 3: Find answer. What do you get?

2) Simplify 2/8. Step 1: GCF2: 8: Step 2: Divide

Step 3: Find answer.

3) Simplify 3/12. Step 1: GCF3: 12:

Fraction Packet 3.20.14 Step 2: Divide

Name:__________________

Step 3: Find answer. On your own. 4) Simplify 2/12 5) Simplify 6/12 6) Simplify 8/10. 7) Simplify 9/12. 8) Simplify 3/9 9) Simplify 15/25. 10) Simplify 36/54. 11) Simplify 10/30. 12) Simplify 45/72. 13) Simplify 49/56. 14) Simplify 56/72. 15) Simplify 35/56.

Day Seventeen/Eighteen/Nineteen: Comparing fractions with index cards:

Math lesson 3.18.14-need to have index cards Pull up and go through reducing fractions powerpoint (7 min) Practice more with simplifying fractions-take 2nd worksheet and go through first few problems. (5 min)

Fraction Packet 3.20.14

Name:__________________

Each table with a set of 9 fractions-must order in way that table says (could be least to greatest, might be greatest to least, etc.), first must simplify then order. Must write it on lined paper-Rotate to each table so every group gets to try each problem. Work with group to solve problem. Collecting: lined paper with answers to each group of how to order fractions. Go to initial groups and start ordering (7 min) Table 1 has fractions: Please order from least to greatest. 1/2, 12/18, 16/20, 20/80, 14/16, 15/20, 64/72, 72/81, 54/90 Table 2 has fractions: Please order from greatest to least. 1/3, Table 3 has fractions: Please order from least to greatest. 1/4, Table 4 has fractions: Please order from least to greatest. 1/5 Table 5 has fractions: Please order from greatest to least. 1/6, 6/12, 3/12, Table 6 has fractions: Please order from greatest to lease.

Day Twenty/Twenty-One/Twenty-Two: Students continue working on reducing fractions-extra practice to begin and then students continue working on reducing fractions packet:
Quick Practice:

24 =

46 =

48 =

39 =

Fraction Packet 3.20.14

Name:__________________

26 =

216 =

416 =

1216 =

68 =

212 =

69 =

812 =

416 =

912 =

315 =

214 =

1416 =

1012 =

420 =

1020 =

816 =

515 =

1520 =

1218 =

Day Twenty Three/Twenty-Four/Twenty-Five: Using the multiplication chart to reduce fractions-show students how to use the multiplication charts. Day Twenty-Six/Twenty-Seven/Twenty-Eight: Equivalent fractions worksheets and Equivalent Fractions Packet below:

Fraction Packet 3.20.14

Name:__________________

Circle the equivalent fraction. 1. 6/7 11/12 2. 3/6 6/3 3. 4/9 12/27 30/35 2/12 3/7

Work Space

5/6

10/11

8/32

16/21

7/12

4. 2/12 2/7 12/2

2/7

1/6

5. 3/4 9/8

23/24

8/9

15/20

6. 10/11 40/44 10/2

15/14

16/32

7. 1/2 3/4

1/11

2/4

2/1

8. 9/10 5/10 10/9

4/5

45/50

9. 2/3 5/4

4/6

9/3

2/12

Fraction Packet 3.20.14

Name:__________________

10. 1/4 2/8

3/5

2/16

5/4

Is each fraction in simplest form? If not, please simplify to lowest form.

Fraction Packet 3.20.14 1. 1/7 13. 3/9

Name:__________________

2. 8/17

3. 30/33

14. 8/22

4. 7/32

15. 1/2

5. 3/24

16. 16/24

6. 6/13

17. 12/29

7. 1/4

18. 15/45

8. 5/6

19. 1/3

9. 15/25

20. 12/33

10. 7/10 21. 20/48 11. 2/5 22. 22/24 12. 2/3

Fraction Packet 3.20.14

Name:__________________

23. 3/21

33. 3/5

24. 10/35

34. 11/12

35. 17/31 25. 40/48 36. 6/20 26. 15/30 37. 24/48 27. 7/21

38. 4/11

28. 15/45

39. 2/4

29. 32/40

40. 24/36

30. 7/8

Write two equivalent fractions. 1. 2/9

31. 12/32 2. 1/4 32. 2/22 3. 1/10

Fraction Packet 3.20.14

Name:__________________

15. 3/9 4. 5/7

5. 1/2

16. 3/4

6. 6/8 17. 4/6 7. 3/6 18. 6/12 8. 6/13 19. 2/7

9. 4/5

10. 10/11

20. 1/5

11. 7/11 21. 5/10 12. 1/3 22. 8/9

13. 11/13

23. 6/10

14. 2/8

24. 7/13

Fraction Packet 3.20.14

Name:__________________

25. 4/7

28. 5/6

26. 3/5

29. 7/8

27. 1/11

30. 4/5

Equivalent Fractions worksheets:

Day Twenty-Nine and Thirty: Focus problem-Scott and glue portions:

Scott is choosing a seat in art class. Today they are making paper models and this involves a lot of glue. He notices that theres an 8-person table with 2 buckets of art supplies-each with a full glue bottle, a 7-person table with 2 buckets of art supplies-each with a full glue bottle, and a finally a 9-person table with 2 buckets of art supplies-each with a full bottle of glue. Which table should Scott choose if he wants the largest share of glue? F-find what: O-organize: Use circles and pie charts to break it up into visuals C-Choose a strategy. U-Understanding S-Summarize

F-Find what? 8 people for 2 7 people for 2 glue sticks 9 people for 2 glue sticks

O-Organization.

Fraction Packet 3.20.14

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C-Choose a strategy.

U-Understanding.

S-Synthesis

Possible games/activities:
-FRACTION BINGO -FRACTION CONCENTRATION GAME-CAN USE AT BEGINNING OF UNIT OR TOWARDS MIDDLE WITH FINDING EQUIVALENT FRACTIONS -I HAVE, WHO HAS CARD GAME -ROLL, SLIDE, COVER DICE GAME

Online useful resources:

paper folding-fold paper and color in sections to show each fraction of the paper: link: http://www.education.com/activity/article/Fold_Fractions_fifth/ -difficult to understand but seems fun-spoon game, link: http://www.education.com/activity/article/Spoons_fifth/ Anchor charts: http://funkyfractionsforfifthgrade.wordpress.com/anchor-charts/ Helpful websites: https://www.georgiastandards.org/CommonCore/Common%20Core%20Frameworks/CCGPS_Math_5_Unit4FrameworkSE.pdf http://www.engageny.org/sites/default/files/resource/attachments/math-g5-m4-fullmodule.pdf easier to navigate each lesson: http://www.engageny.org/resource/grade-5-mathematicsmodule-4

Below you can find the guides for the anchor charts and some templates:

Fraction Packet 3.20.14

Name:__________________

give each table a fraction to work with and put this type of thing in their notebook:

Fraction Packet 3.20.14

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Fraction Packet 3.20.14

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Fraction Packet 3.20.14

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number line:

Fraction Packet 3.20.14

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Fraction Packet 3.20.14

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Fraction Packet 3.20.14

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Proposed Overall Plan for 8 weeks: (but this changed, and above plans were used)
Week 1: (2/10 thru 2/13, 2/19, 2/20) What are fractions? -candy hearts, shooting basketball free-throws -where have you seen fractions? -what fraction of the class is wearing sneakers?- a day with survey and writing in notebook How to write a fraction-Lesson 1 Fraction vocabulary-lesson 1 (only num and denom), but mostly lesson 2 Spotting the fractions-lesson 2 Models to help us visualize fractions-clocks, pies, pizzas, cookies-lessons 3, 4, 5 and 6 Week 2: (2/27, 2/28, 3/3-3/7) Comparing fractions-number lines, folding paper-cut out pies and place them on top of each other to see how they look different-do the activity with one circle, then you take off pieces and see each slice- lessons 7, 8, 9 Simplifying fractions-Lessons 10, 11, 12, 13 Week 3: (3/10-3/14) Adding fractions- lessons 14, 15, 16 Subtracting fractions- 2-3 days-lessons 16, 17, 18 Week 4: (3/17-3/21) Multiplying fractions-1 week-lessons 19, 20, 21, 22, 23 Multiplying fractions by whole number-lessons 22, 23 Week 5: (3/24-3/28)did not get to this Dividing fractions-1 week-lessons 24, 25, 26, 27, 28 Improper fractions and Mixed numbers-lessons 27, 28 Week 6: (3/31-4/4) Review-practice with multiplying, dividing, adding, subtracting fractions Lessons 29, 30, 31, 32, 33 SPRING BREAK!!!!!! (4/7-4/11) Phasing Out of Lead Teaching: Week 7: (4/14-4/18) Review and Converting to decimals, percents, etc Lessons 34, 35, 36, 37, 38 Week 8: (4/21-4/25)

Fraction Packet 3.20.14

Name:__________________

Final culminating week-students make posters or final project and take assessments Lessons 39, 40, 41, 42, 43