 Ask them to choose any two fraction and show the relation by using “<”,

“>”, or “=” sign.

 Display group work in front of the class.
 Discuss which fraction is bigger and which one is smaller.

 Encourage them to generate examples to make a rule to compare all those

fractions having same denominator.
 After the students have tried to make the rule tell them the rule and write it
on the board.
 When comparing like fractions we compare the numerators. The fraction
with the greater numerator is the greater fraction.
 Apply generalized rule to compare other fractions.
Activity 2

 Write some fractions having the same denominator on board e.g.

 Ask students to show fractions with diagrams and shading.

 Discuss with students which fraction has greater shaded part and which
has lesser part by looking at the diagrams. More shaded part represent
bigger fraction.
  Ask students to write the fractions in smaller to bigger and bigger to
smaller order and use relation signs (< and >) accordingly.

 Discuss the rule to compare fractions with same denominator.

Activity 3

 Write some fractions with same denominator on paper strips e.g.

 Put them in a box and ask students to draw three fractions.

 Ask them to compare fractions and write in their notebooks in ascending

order (from smaller to bigger)
Sum up / Conclusion

 Conclude that for comparing fractions with the same denominators we

compare the numerators to see which numerator is greater. The fraction
with the greater numerator is the greater fraction.
 Ask Ali shared 4/5 part of the bread with his friend. Usman shared 3/5 part
of his bread. Who shared less and who shared more?
Assessment

 Assign some fractions (e.g. 1/7, 2/7, 3/7, 4/7 etc.) to students and ask
them to compare these fractions.
 Also arrange fraction in ascending or descending order.
Follow up

 Write a string of fractions on board and ask students to write these

fractions in their notebooks and use relation sign to compare boxes e.g.
  Give few equivalent fractions and ask to complete the relation.

 Ask the students to solve the questions given in the textbook.

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Proper and Improper Fractions
Lesson Plan of Addition of Fractions