Your next great Lessn starts here.

Welcome to Fractions: Comparing Parts of a Whole – Understanding fractions – Fractions represent equal parts of a whole. – Parts of a whole – Imagine a pizza sliced into equal parts; each slice is a fraction of the pizza. – Fractions in daily life – Using fractions when cooking or dividing treats among friends. – Comparing fractions on a line – Place fractions on a number line to see which is larger or smaller. | This slide introduces third graders to the concept of fractions as parts of a whole and their relevance in everyday life. Begin by explaining that a fraction represents a piece of something that is divided into equal parts. Use tangible examples like slices of pizza or pieces of a chocolate bar to illustrate this concept. Discuss how fractions are used in real-life scenarios, such as in cooking recipes or when sharing items equally. Then, transition to comparing fractions by placing them on a number line, which helps visualize the size of fractions relative to each other. Encourage students to think of other examples where they encounter fractions daily. The goal is to build a foundational understanding that will be applied in the activity of comparing fractions on a number line.

Understanding Fractions – A fraction shows part of a whole – Top number is the numerator – It’s like pieces of a pizza – Bottom number is the denominator – It’s like slices in a pie – Numerator counts the parts we have | Begin the lesson by explaining that a fraction represents a part of a whole, similar to a slice of pizza out of a whole pizza. The top number, or numerator, indicates how many slices we have, while the bottom number, or denominator, tells us into how many total slices the pizza was cut. This concept will help students visualize fractions as parts of a whole and prepare them for comparing fractions. Use visual aids like pie charts or fraction bars to illustrate this concept. Ensure that students understand that the denominator must be the same when comparing fractions on a number line, as it shows the size of the parts are equal.

Understanding Like Denominators – ‘Like fractions’ have the same denominators – Same denominators make fractions ‘like’, e.g., 1/4 and 3/4 – Denominator: the bottom number of a fraction – It tells us into how many parts the whole is divided – Like denominators: equal parts division – If two fractions have denominators of 4, both wholes are split into 4 parts – Comparing fractions on a number line – Place fractions on a number line to see which is larger or smaller | This slide introduces the concept of like denominators to third-grade students. Emphasize that ‘like fractions’ are fractions that have the same bottom number, which is called the denominator. This number tells us how many equal parts the whole is divided into. When fractions have like denominators, it means they are divided into the same number of parts, making it easier to compare them. Demonstrate how to graph fractions with like denominators on a number line and explain that this visual representation helps us compare the size of different fractions. Provide examples and encourage students to practice by placing various like fractions on a number line to compare them.

Comparing Fractions on a Number Line – Compare fractions with same denominators – Larger numerator means larger fraction – Example: 3/8 is larger than 2/8 – Since 3 is more than 2, 3/8 is bigger than 2/8 – Practice comparing with number lines – Draw number lines to place fractions and see which is bigger | This slide is aimed at teaching third graders how to compare fractions with like denominators. Start by explaining that when fractions have the same denominator, the one with the larger numerator is the larger fraction. Use visual aids like number lines to help students visualize this concept. For example, show that 3/8 is larger than 2/8 by placing these fractions on a number line. Encourage students to draw their own number lines and practice placing fractions to compare their sizes. This will help solidify their understanding of the relationship between numerators and the size of fractions.

Fractions on a Number Line – Number lines show fraction sizes – Imagine a ruler, but for fractions! – Points on the line are fractions – Each mark is a part of a whole, like 1/4 or 3/4 – Place fractions based on size – Smaller fractions go to the left, bigger to the right | This slide introduces students to the concept of using number lines to visualize and compare fractions. Emphasize that a number line is like a ruler that can help us measure how big or small a fraction is. Each point or mark on the number line represents a fraction, and these fractions are placed in order according to their size. Smaller fractions are found to the left side of the number line, while larger fractions move to the right. This visual representation helps students understand that fractions with like denominators can be directly compared by their numerators on a number line. Encourage students to practice by plotting different fractions with the same denominator on a number line and observing their relative positions.

Placing Fractions on a Number Line – Divide line into equal parts – If denominator is 4, divide line into 4 parts – Place fractions using numerators – Numerator tells us the number of parts to count – Compare fractions’ positions – Fractions to the right are larger – Determine larger or smaller fractions – Practice with 1/4, 2/4, 3/4 on a line | This slide introduces students to the concept of placing and comparing fractions on a number line. Start by explaining that the denominator of a fraction tells us into how many parts the whole is divided. Then, show that the numerator indicates how many of those parts we have. To compare fractions with like denominators, students will learn to look at the numerators and the position of the fractions on the number line. Fractions with a higher numerator are further to the right, meaning they are larger. Use examples like 1/4, 2/4, and 3/4 to illustrate this concept. Encourage students to draw their own number lines and practice placing fractions on them.

Let’s Practice Comparing Fractions! – Example comparison: 3/5 or 4/5 – Place fractions on a number line – Imagine a line with 0 on the left, 1 on the right, and marks for each fifth – Locate which is further right – See where 3/5 and 4/5 sit on the line – Right side means larger fraction – 4/5 is one mark right of 3/5, so it’s larger | This slide is a class activity designed to help students visually understand how to compare fractions with like denominators using a number line. Start by explaining the example of comparing 3/5 and 4/5. Guide the students to draw a number line on their paper, mark zero on the far left, one on the far right, and then equally space out five marks between them to represent fifths. Have them place 3/5 and 4/5 on the number line and observe which is further to the right. Reinforce the concept that the further to the right a fraction is, the larger it is. Encourage students to explain why 4/5 is larger than 3/5. Possible activities include having students come up to the board to draw their number lines, pairing students to compare different sets of fractions, or creating a worksheet with a variety of fractions to place on a number line.

Class Activity: Fraction Number Line – Place fractions on a number line – Create number lines with like denominators – Use equal parts to make your number line – Compare fractions on your number line – Look at the numerators to compare – Determine larger or smaller fractions – Fractions with a bigger numerator are larger | This activity is designed to help students understand how to graph and compare fractions with like denominators on a number line. Provide each student with a strip of paper to draw their number line, and ensure they evenly space out the fractions. Encourage them to use different colored markers for different fractions for easier comparison. As they place fractions on the number line, guide them to observe that fractions with the same denominator but a larger numerator are further to the right, indicating they are larger. Possible activities include: 1) Pairing students to compare number lines, 2) Creating a classroom number line with everyone’s fractions, 3) Using fraction cards to place on personal number lines, 4) Ordering fractions from smallest to largest, 5) Finding equivalent fractions on different number lines.

Fantastic Fraction Finale – Congratulations on learning fraction comparison! – Number lines: a key tool for comparing – Visualize different fractions and see which is larger or smaller – Practice makes perfect with fractions – The more you compare, the better you’ll understand – Aim to become a fractions expert | This slide wraps up the lesson on comparing fractions with like denominators using number lines. Reinforce the students’ understanding by congratulating them on their progress. Emphasize the importance of the number line as a visual aid that helps in comparing the size of fractions. Encourage consistent practice, as this will solidify their skills and help them become more confident in working with fractions. As a follow-up, consider assigning homework that involves drawing number lines and placing fractions on them to see which are larger or smaller. Also, plan for activities in future classes that allow students to demonstrate their understanding in a fun and interactive way.