Mrs.

Cooper
Room 357
Trans Math Lesson 2-1 and 2-2

_________________________

o Analyze your student data from lesson assessments and the benchmark tool
o Work through all problems in the lesson (can be in a Transmath workbook)
CONTEXT (Consult your student data to answer the questions below):
What have students been working on up until this point? What trend are you seeing in the data from the lesson assessments?
Fractions on a number line
Dividing fractions into equal parts
Part-to-whole relationships
What question or concept are you working toward on the Math Diagnostic or the Mock Keystone?
Comparing Fractions
OBJECTIVE/ESSENTIAL UNDERSTANDING:
So, given the context above, what is the most important thing that kids need to understand/be able to do by the end of this
lesson? (Can use skills from the Transmath textbook)
Students will compare fractions on a number line.
Students will compare fractions with different numerators and denominators by looking at relative size of
numerator compared to denominator and comparing the fractions using number lines.
Students will follow the two rules when drawing number lines to compare fractions.
TRANSMATH/OTHER RESOURCES TO BE USED:
What text resources are you drawing from for this lesson?
Teacher guide
Interactive text
Online resources

INDIVIDUAL TASK
Choose or create a problem/question that would demonstrate
student mastery of the objective/understanding.

EXEMPLAR RESPONSE
Design a high level student response to the individual task.
2/3 < 5/3

Students will compare the following fractions.

4/5 > 2/5
2/3 5/3
8/6 > 3/6
4/5 2/5
2/4 = 4/8
8/6 3/6
> 2/5
2/4 4/8
2/3 > 1/6
- 2/5
2/3 1/6

1/7 , 1/5, , 1/3,

Students will order the following fractions from least to

greatest
, 1/3 , 1/7, 1/5,
Why is it important to have fair shares on number lines
when comparing fractions?

It is important to follow the two rules when drawing number

lines to compare fractions. The first is to make sure the 0 and
1 are lined up on each and the number lines must be divided
into fair shares or equal parts. If those rules are not followed
you will not be able to accurately compare the fractions due to
the inaccurate distance between the fractions.

Do Now

Interactive Text
Pages 46 and 50

Launch

Draw two number lines on the board and ask students to label one into sixths and one into fourths.
Ask a student to share how they label the number line. (Students should share that they labelled it into 6
equal parts maybe started in the middle with a fraction equivalent to 1/2)
Tell students that we cannot compare fractions on number unless the fractions are split into equal parts or fair
shares.

Demonstrate/Dis
cuss
(Explore)

Have students look at the two fractions they drew and that are on the board. Tell them when we draw
number lines to compare fractions there are two rules we must follow.
1. Number lines must be lined up at 0 and 1
2. Number lines must be divided into equal parts or fair shares
Students should fix numbers lines if they do not follow the rules
Tell students we will use the symbols < , >, and = when we compare fractions have them write them and
label them
< less than
>greater than
= equal to
Have students draw a number line and label it into fifths. Then ask them to compare /5 and 3/5
Students should say 1/5 is less than 3/5, because 3/6 is closer to 1 so it is larger. Have student write out the
equality
1/5 < 3/5
Ask students how they know that 3/5 is greater. (Students should say because it is closer to 1)
Have students draw two number lines and label one into eighths and one into thirds.
Ask students to compare the following fractions
6/8 and 2/8
3/ 8 and 1/3
2/3 and 2/8

Have students draw three number lines and label them into halves, thirds, and fourths.
The have students order the fractions , 1/3, and from least to greatest

Least ______, ________, ________ Greatest

Tell students that when the numerator is the small the larger the denominator the smaller the fraction

Apply

Interactive Text
Pages 47, 48, 49, 51, 52, 53

Share and
Synthesize

Ask students what the two rules are when drawing number lines to compare fractions and why that is
important.
Ask students how do you know a fraction is greater on the number line.