s e s s i o n. B Comparing Fractions on Number Lines Math Focus Points Representing fractions on a number line Comparing fractions Identifying equivalent fractions Today s Plan Discussion Comparing Halves, Fourths, and Eighths activity Representing and Comparing Fractions Discussion Comparing Fractions Session Follow-Up Daily Practice 5 Min Class Min Individuals 5 Min Class Vocabulary greater than less than equivalent Materials Number lines on chart paper (from Session.A) Student Activity Book, p. D or C, Representing and Comparing Thirds and Sixths Make copies. (as needed) Student Activity Book, p. E or C5, Representing and Comparing Fourths and Eighths Make copies. (as needed) C, Number Lines Make copies. (as needed) Students completed copies of Student Activity Book, pp. D E or C C5 (from Activity ) Student Activity Book, p. F or C7, Comparing Fractions on a Number Line Make copies. (as needed) Ten-Minute Math Today s Number Write the number 5 on the board. Ask students to write it in expanded form, and to share how they would round it to the nearest ten and hundred. Then, students create expressions that equal 5. They must use subtraction and multiples of in each expression. For example, +. Collect a few expressions to write on the board and ask students to explain how they know they equal 5. CC Investigation Sharing Brownies
Discussion Activity Discussion Session Follow-Up D i s c u s s i o n Comparing Halves, Fourths, and Eighths Math Focus Points for Discussion Comparing fractions Identifying equivalent fractions Draw a number line on the board and mark and. 5 Min class Suppose there were two ants traveling along this line. One ant, let s call him Ant A, traveled _ the distance from to. The other ant, let s call him Ant B, traveled _ the distance. Which ant traveled farther? Encourage students to use the chart paper from the last session to help figure out which ant traveled farther. Ask students to help you mark the number line to figure out and show which ant traveled farther. If they do not mark all the fourths, ask how they know the distance they marked is _. B A [Elena] said that Ant A traveled farther than Ant B. How do you know that _ is greater than _? Students might say: One fourth is half of one half, so one half is greater. Ant A went farther on the number line than Ant B. So _ is greater than _. How could we use notation to show that? Session.B Comparing Fractions on Number Lines CC
Discussion Activity Discussion Session Follow-Up Differentiation English Language Learners The greater than and less than language and symbols may be unfamiliar to some English Language Learners. Use whole numbers to introduce and model the use of both the terms and the symbols. Remind students that the greater than, less than, and equal signs are symbols for showing the results of a comparison. Ask a student to use these symbols to compare the two fractions. > This statement says that _ is greater than _. Can someone use the less than symbol to compare these fractions? ( _ < _ ) We are going to compare some more fractions. To help us, let s label all the halves and fourths on this line. If there are two names for the same distance, we will write one under the other. B A Suppose two more ants were traveling on the line. Ant C traveled _ of the distance from to, and Ant D traveled _ of the distance from to. Which ant traveled farther? Encourage students to refer to the chart paper from the last session. Ask them to help you mark the number line to figure out and show which ant traveled farther. B C A D CC Investigation Sharing Brownies
Discussion Activity Discussion Session Follow-Up [Edwin] said that Ant D traveled farther than Ant C. How do you know that _ is greater than _? Students might say: Three eighths is smaller than one half. Three fourths is bigger than one half. They each went, but fourths are larger than eighths, so the ant that went three fourths went farther. How could we use symbols to show how _ compares to _? Ask students to help you write the sentences below on the board. > < Now let s label all the eighths on this number line. B C A D 5 7 During the last session we figured out that _, _, and _ are all equal. They are equivalent. Look at this number line. What are some other fractions that are equivalent? Students may point out the following equivalent fractions: _, _, and _ ; _ and _ ; _ and _ ; and _, _, and _. Session.B Comparing Fractions on Number Lines CC5
Discussion Activity Name Discussion Session Follow-Up Ac tivit y Representing and Comparing Thirds and Sixths Representing and Comparing Fractions. Label the thirds on the number line. Divide the number line into sixths and label the sixths. Introduce Student Activity Book pages D and E or C and C5.. Ant A walked the distance from to. Ant B walked the distance from to. Show how far each ant walked on the You are going to represent and name some more fractions and compare the size of some fractions, just like we ve been doing together.. Ant C walked the distance from to. Ant D walked the distance from to. Show how far each ant walked on the Pearson Education Point out that the number line on Student Activity Book page D or C is broken into thirds.. Ant E walked the distance from to. Ant F walked the distance from to. Show how far each ant walked on the Session.B Unit 7 D Student Activity Book, Unit 7, p. D; Resource Masters, C INV_SE_U7.indd // : PM Name Min individuals First, label the thirds. Then draw lines to show sixths, and label the sixths. Then use that number line to solve the problems. The second page involves fourths and eighths. Ongoing Assessment: Observing Students at Work Students name thirds and fourths, and represent and name sixths and eighths on number lines. They compare pairs of fractions. Representing and Comparing Fourths and Eighths How do students divide and label the number lines?. Label the fourths on the number line. Divide the number line into eighths and label the eighths. Do the provided fractions help them?. Ant A walked the distance from to. Ant B walked the distance from to. Show how far each ant walked on the How do students explain how they know which fraction is greater? Do they use the fraction s location on the number line? Reason about the relative sizes of the pieces? Are they accurate in their use of notation?. Ant C walked the distance from to. Ant D walked the distance from to. Show how far each ant walked on the _. Ant E walked the distance from to. Ant F walked the distance from to. Show how far each ant walked on the E Unit 7 Pearson Education Session.B Student Activity Book, Unit 7, p. E; Resource Masters, C5 INV_SE_U7.indd 5 // : PM differentiation: Supporting the Range of Learners Work with students to ensure that they label each number line correctly before comparing the fractions. Some students may benefit from using a new number line (C) to compare each pair of fractions. Students who don t yet understand what the numerals in a fraction represent may benefit from using brownies to represent and compare fractions. Challenge students to compare more difficult fractions (e.g., 5_ and _ or _ and _ ). CC Investigation INV_TE_U7_S.B.indd Sharing Brownies /5/ :5 PM
Discussion Activity Discussion Session Follow-Up Teaching Note Discussion 5 Min Comparing Fractions class Math Focus Points for Discussion Comparing the size of fractions Identifying equivalent fractions Below the line marked in halves, fourths, and eighths from Activity, draw a new line and mark and. Mark thirds on the number line and ask students to help you label them. Then ask students to help you mark sixths on the number line and label them. Strategies for Comparing Fractions Students are likely to think about the relationship between related fractions. For example, to make sixths, you divide thirds in half. If _ of _ is _, then _ is the same as _. Others think about the distance on the number line you have to take two jumps of _ to get to _. For other fraction comparisons, students compare the fractions to _ (e.g., _ is less than _, and _ is _. ) or think about the relative size of the pieces (e.g., Fourths are smaller than thirds because they re cut into more pieces. ). 5 The distance from to here [point to the both _ and _. Does _ equal _? Name Number Lines _ mark] is labeled Ask students to look at their solutions for Problem on Student Activity Book page D or C. Unit 7 Session.B Who traveled farther, the ant who stopped at _ or the ant who stopped at _? How do you know? C Pearson Education, Inc., or its affiliates. All Rights Reserved. Resource Masters, C INV_BLM_U7.indd Name Finally, ask students to look at the number lines on Student Activity Book pages D and E or C and C5. // : PM Daily Practice Comparing Fractions on a Number Line If one ant traveled _ of the distance from to and one ant traveled _ the distance from to, which ant traveled farther? note Students label fractions on a number line and compare fractions. 5. Fill in the missing fractions on the number line. 7 Write >, <, or = in each box to compare the fractions. Session Follow-Up Daily Practice.. 5. 7. Daily Practice: For reinforcement of this unit s content, have students complete Student Activity Book page F or C7. Pearson Education.. Session.B 7 5 7 Unit 7 F Student Activity Book, Unit 7, p. F; Resource Masters, C7 INV_SE_U7.indd 5/9/ : PM Session.B Comparing Fractions on Number Lines CC7 INV_TE_U7_S.B.indd 7 // :5 PM
Name Representing and Comparing Thirds and Sixths. Label the thirds on the number line. Divide the number line into sixths and label the sixths.. Ant A walked _ the distance from to. Ant B walked _ the distance from to. Show how far each ant walked on the. Ant C walked _ the distance from to. Ant D walked _ the distance from to. Show how far each ant walked on the. Ant E walked _ the distance from to. Ant F walked _ the distance from to. Show how far each ant walked on the Unit 7 Session.B C Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name Representing and Comparing Fourths and Eighths. Label the fourths on the number line. Divide the number line into eighths and label the eighths.. Ant A walked _ the distance from to. Ant B walked _ the distance from to. Show how far each ant walked on the _ _. Ant C walked _ the distance from to. Ant D walked _ the distance from to. Show how far each ant walked on the _ _. Ant E walked _ the distance from to. Ant F walked _ the distance from to. Show how far each ant walked on the _ _ Unit 7 Session.B C5 Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name Number Lines Unit 7 Session.B C Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name Comparing Fractions on a Number Line. Fill in the missing fractions on the number line. Daily Practice note Students label fractions on a number line and compare fractions. 5 7 Write >, <, or = in each box to compare the fractions.. _ _. _ 7_. _ 5_ 5. _ _. _ _ 7. _ 7_ Unit 7 Session.B C7 Pearson Education, Inc., or its affiliates. All Rights Reserved.