Review: Comparing Fractions - Everyday Math

1 8 Fractions and Ratios Advance PreparationFor Part 1, have students cut out the 16 fraction cards on Math Masters, page 446 before the lesson. They will also need to cut Math Masters, page 447 into halves. You can make a transparency of these Math Masters pages to play the game on the overhead. For the optional Readiness activity in Part 3, hang the string or rope where it will be visible to all students and within their reach during the s Reference Manual, Grades 4 6 pp. 62, 63, 141, 142 Key Concepts and Skills Find equivalent Fractions .

2 [Number and Numeration Goal 5] compare and order Fractions . [Number and Numeration Goal 6] Add Fractions with common denominators. [Operations and Computation Goal 4]Key ActivitiesStudents rename Fractions as equivalent Fractions . They compare Fractions by renaming them as equivalent Fractions with a common denominator. They play Build-It to practice Comparing and ordering Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Number and Numeration Goal 6]Ongoing Assessment: Informing Instruction See page VocabularyQuick Common Denominator (QCD)MaterialsMath Journal 2, pp.

3 248 and 249 Student Reference Book, pp. 300, 399, and 401 Math Masters, pp. 446 and 447transparencies of Math Masters, pp. 446 and 447 (optional) 3" by 5" index cards cut in half (optional) red and blue colored pencils or markers scissors straightedge calculatorMath Boxes 8 1 Math Journal 2, p. 250 Geometry TemplateStudents practice and maintain skillsthrough Math Box Link 8 1 Math Masters, p. 221 Students practice and maintain skillsthrough Study Link Fractions on a Roperope or heavy string 8' 10' long 3" by 5" index cards thick marker paper clipsStudents make and order Fractions on a number Least Common MultiplesMath Masters, p.

4 222 Students explore methods for finding least common SUPPORT Building a Math Word BankDifferentiation Handbook, p. 142 Students define and illustrate the term quick common denominator and identify related the Les sonOngoing Learning & PracticeDifferentiation OptionsReview: Comparing FractionsObjectives To review the use of equivalent Fractions in Teacher s Lesson GuideAlgorithms PracticeEM FactsWorkshop Game AssessmentManagementFamily LettersCurriculumFocal PointsCommon Core State 6182/15/11 1:01 PMMath MessageWrite < or >.

5 Be prepared to explain how you decided on each 3 _ 5 4 _ 5 2. 4 _ 5 4 _ 7 3. 5 _ 9 3 _ 7 4. 7 _ 8 6 _ 7 Equivalent FractionsCross out the fraction in each list that is not equivalent to the other 2 _ 3 , 4 _ 6 , 18 _ 24 , 20 _ 30 6. 1 _ 4 , 2 _ 8 , 4 _ 20 , 6 _ 24 , 8 _ 32 7. 3 _ 5 , 6 _ 10 , 9 _ 20 , 15 _ 25 Write = or in each box. 8. 3 _ 5 10 _ 15 9. 6 _ 8 16 _ 24 10. 15 _ 24 5 _ 8 11.

6 6 _ 14 2 _ 7 Give three equivalent Fractions for each fraction. 12. 6 _ 9 , , 13. 50 _ 100 , , 14. 7 _ 10 , , 15. 15 _ 18 , , Fill in the missing number. 16. 3 _ 4 = _ 36 17. 3 _ 5 = _ 20 18. 5 = _ 2 19. _ 9 = 24 _ 18 20. 9 _ 12 = _ 4 21. 16 _ = 8 _ 10 22. 2 _ 5 = 6 _ 23. 15 _ = 3 _ 5 24. 4 _ 9 = 16 _ Write < or >. 25. 2 _ 5 5 _ 10 26. 3 _ 4 5 _ 6 27. 3 _ 8 2 _ 7 28.

7 3 _ 5 4 _ 7 Date Time 12 _ 18 70 _ 100 18 _ 27 35 _ 50 60 _ 90 700 _ 1,000 1 _ 2 2 _ 4 25_50 30 _ 36 60 _ 72 5 _ 6 Sample answers: < meansis less than.>meansis more than. means is not equal FractionsLESSON8 1 <>>>= <>27121020312<>152536 2482/16/11 1:01 PMMath Journal 2, p. 248 Student Page Lesson 8 1 619 Ongoing Assessment: Mental Math and Reflexes Recognizing Student AchievementUse the Mental Math and Reflexes problems to assess students ability to compare Fractions .

8 Students are making adequate progress if they indicate the correct benchmark for the and Fractions . [Number and Numeration Goal 6]1 Teaching the Lesson Math Message Follow-Up WHOLE-CLASS ACTIVITY (Math Journal 2, p. 248; Student Reference Book, p. 399)Ask students to compare their answers for the Math Message problems and share how they decided which fraction in each pair is greater. Ask volunteers to share their strategies. Problem 1 Since the denominators are the same, the wholes are divided into the same number of parts.

9 This means the parts are the same size, so it is easy to compare the number of shaded parts and decide which fraction is greater. Problem 2 The numerators are the same, but the denominators are not. This means that there are the same number of shaded parts, but the parts are different sizes. The fewer the number of parts that the whole is divided into, the larger each part is. Therefore, the fraction with the smaller denominator is the greater Math and Reflexes State each fraction and ask students to indicate whether it is closest to the benchmark of 0, 1 _ 2 , 1, 1 1 _ 2 , or 2.

10 Suggestions:Math MessageComplete Problems 1 4 at the top of journal page 248. 2 _ 10 0 6 _ 10 1 _ 2 8 _ 10 1 3 _ 10 1 _ 2 9 _ 8 1 15 _ 8 2 5 _ 3 1 1 _ 2 9 _ 5 2 8 _ 5 1 1 _ 2 Getting Started Interactive whiteboard-ready ePresentations are available at to help you teach the PracticesSMP1, SMP2, SMP3, SMP5, SMP6, SMP8 Content , , 6193/9/12 7:43 AMTables and ChartsTables and and Decimal Number-Line ChartStudent Reference Book, p. 399 Student PageTables and ChartsTables and %1366 %2325%75%20%40%60%80%16 %2383 % %1237 %1262 %1287 %1211 %1922 %2944 %4955 %5977 %7988 %89 Equivalent Fractions , Decimals, and PercentsNote:The decimals for sevenths have been rounded to the nearest Reference Book, p.