MATHEMATICS UNIT PLANNER
Topic: Comparing and Ordering Fractions
Key Mathematical Understandings:
 Compare fractions using a fraction
wall, number line and symbolic
representation (< > =)
 Reason and justify location of
fractions on number line, and why
they believe fractions are larger,
smaller or equal to other fractions
Key skills to develop and practise
(including strategies, ways of working
mathematically, language goals, etc.):
 Using paper folding technique or visual
representations when comparing fractions
 Expand on their rational language
 Reasoning and justifying
Year Level: 5 Term: 2 Week: 5 Date: 06-06-2016
Victorian Curriculum Focus
Content strand(s): Number and Algebra
Sub-strand(s): Fractions and Decimals
Key Level description (taken directly from Victorian Curriculum documents):
 “Compare and order common unit fractions and locate and represent them on a number line
(VCMNA187)” (VCAA, 2016)
Proficiency Strand(s):
 Problem Solving:
o Investigate where fractions fall on a number line and why
o Find solutions with comparing fractions
 Reasoning:
o Justify how they compared two fractions and found which is larger/smaller
o Justify and explain where fractions fall on a number line
Key Equipment/Resources: Key Vocabulary:
 Mathematics Book  Fractions, numerator, denominator,
vinculum, larger, smaller, equal to/same
 Paper
as, number line, compare, similar,
 Coloured pens/pencils different, greater than, less than, value,
partition, equal value, fraction wall, paper
 Laptops/Internet
folding, rational number, integers,
 Rope and pegs estimate
 Fraction flash cards
Links to Other Contexts:
- Recipes use fractions (cup measurement)
Possible Misconceptions:
 Larger the denominator, bigger the
fraction
 Smaller denominator, larger the fraction
** Not understanding why this is the case
 Difference between numerator and
denominator is 1 (6/7 & 7/8)
 Focusing on whole numbers
 Not drawing area models the same size
when comparing fractions
Key Probing Questions: Assessment Overview:
 Why did you place that there? (Fraction - Mathematic book: writing down daily
wall/number line) reflections on what the students learned in
o Do you agree with the placement? their own words
 Formative assessment:
Why/why not?
o Where and why fraction card is
 How do you know that [fraction] is greater
placed on number line?
than [fraction]? o How did you compare fractions?
 How is 2/3 and 4/6 similar?  Justify their thoughts and explanations
 How can you tell when a fraction is verbally
greater/smaller than another fraction?
 What are the similarities/differences that
you see?

MATHEMATIC ‘TUNING IN’ ‘INVESTIGATIONS ‘REFLECTION & CATERING FOR ASSESSMENT

AL (WHOLE CLASS SESSION’ MAKING DIVERSITY STRATEGIES
FOCUS FOCUS) (INDEPENDENT CONNECTIONS
(a short, sharp task relating LEARNING) SESSION’ - Enabling prompt (should relate to
(what you want to the focus of the lesson; (extended opportunity for (WHOLE CLASS (to allow those mathematical focus of the
students to come sets the scene/ context for students to work in pairs, experiencing difficulty to lesson (learning
what students do in the
FOCUS) engage in active intention); includes what
to understand as a small groups or (focused teacher questions
result of this lesson independent aspect. e.g., It individually. Time for experiences related to the the teacher will listen for,
may be a problem posed, and summary to draw out initial goal task) observe, note or analyse;
– short, succinct teacher to probe children’s the mathematics and assist
statement; in some spider diagram, an open- thinking or work with a - Extending prompt what evidence of learning
ended question, game, or children to make links. NB. (questions that extend will be collected and what
schools this could small group for part of the This may occur at
be the learning reading a story) time and to also conduct students’ thinking on the criteria will be used to
particular points during a initial task) analyse the evidence; in
intention) roving conferences) lesson. Use of spotlight, some schools this may be
strategy, gallery walk, etc.) articulated as success
criteria)

Session 1: ~ 15 Minutes ~ 25-30 Minutes ~ 5 Minutes Enabling Prompt: - Journal writing:

- “How can you - Learning, examples
Paper Folding - Introduce paper - Students paired - Review students partition this piece of of their paper folding
folding technique (lower and upper level) understanding paper into half?”
Learning - “How could I fold a - Attempt: halves, - “What did you find - “How could you then
Intention: piece of paper into thirds, fourths, fifths, out that you did not partition it into
- Compare thirds?” up to twelfths. know previously?” fourths?”
fractions - Model how to fold the - Journal entry - “Did you find any
through paper paper - Paste or draw similarities or Extending Prompt:
fractions into book
folding - Teacher roams, differences? What - “How can you fold
techniques listens to were they?” fifths? What about
conversations, assist sevenths?”
with folding, check in - “Can you fold
with class anything larger than
twelfths? How?”

Session 2: ~ 10 Minutes ~ 30 Minutes ~ 10 Minutes Enabling Prompt: - Vocabulary:

- “How could you smaller, larger, equal
Creating a - Revise students’ - Work in table groups - Group discussion partition this strip into to, same size
Fraction Wall knowledge fractions - Each group given equal parts?”
- Show what a fraction two fractions to work - “Was there anything - “What could you use - Ordering fractions
Adapted from: wall looks like with you noticed between to figure out the - Partition
(H. Kaur, Group 1: halves, the two strips you correct calculations?”
personal - “Why are the sevenths were working on?” - Verbal responses
communication, fractions divided up Group 2: thirds, - “What strategies did Extending Prompt: - Team cooperation
August, 2016) this way?” eighths etc. you use to create your - Go around to another
- “Why are they all the - 1M length strip of fraction strip?” tables - Journal writing/entry
Learning same length in size?” paper - “What do you notice
Intention: - Divide strips into - Display of complete with other tables
- Comparing equal parts fraction wall fractions?”
fractions using - Colour strips - “Is there anything - “How can you order
a fraction wall (different colours), you notice of other the fractions?”
stick up on cardboard fractions?”
- Ordering - Rove around room
fractions

Session 3: ~ 10 Minutes ~ 25 Minutes ~ 10 Minutes Enabling Prompt: - Journal writing/entry

- Create a number line
Locating - Introduce a number - Table groups - Revise between 0 – 1
Fractions on a line - Cards are symbols or - “What is similar from - “How do we know
Number Line - Students are given words all different what we learned today when a fraction is
(Appendix 1) cards to place on the values to work with, all and yesterday?” closer to one/zero?”
line within 0-2. - “What was
Adapted from: - “How are you something difficult to Extending Prompt:
(H. Kaur, working out where the - Students place cards understand?” - “Can you find
personal cards go?” on rope [estimate]. equivalent fractions?”
communication, - Discuss the - “Why is [fraction] - “If I put, ¾ between 1 - Create own fraction
August, 2016) relationship of whole located between 1-2?” – 2, is this correct? card
numbers and rational - “How do you know Why/why not?” - “Where would 8/6
Learning numbers (fractions): you have put them all go?” “Will it fit on the
Intention: relate it to fraction wall in the correct spot?” line, why/why not?”
- Locate and in session 2 - Walk around:
justify where - If card is placed - “What do you notice
fractions are on incorrectly, discuss about other table
a number line why they believe it is number lines?”
between 0-2 there, if they are
certain, refer to
fraction wall

Session 4: ~ 15 Minutes ~ 30 Minutes ~ 5 Minutes Enabling Prompt: - Journal writing:

- Start with small value justify why you
Which is - Introduce the - Work on comparing - Review fractions (halves, believe your answer
bigger? meaning of < > and = fraction worksheet - Raise issues thirds, fourths and is correct
Which is - Write up examples (Appendix 2B-C) students found difficult fifths) - Checklist
smaller? on IWB - “What strategies - Visual representation
- Students justify - Teacher tunes were used when worksheet (Appendix
Learning reasoning students in, answers comparing fractions?” 2A)
Intention: difficult problem(s) on - “How did you know
- Understand - Which is IWB you were right/wrong?” Extending Prompt:
the value of bigger/smaller? 4/6 or - “Compare 1/10 and
numerator and 2/3? Why, why not? - Teacher roams room, 10/100. Is it < > or =
denominator. To show students listen to students and why/why not?”
smaller denominator is answering question,
- Justify why larger than smaller note down responses
you believe denominator is (Checklist, Appendix
[fraction] is < > incorrect 2D)
or =

Session 5: ~ 5 Minutes ~ 45 Minutes ~ 5 Minutes Enabling Prompt: - Journal writing of

- Begin on easy levels each activity
Online Fraction - Review what - Students explore - Revise over - Work with partner - New discoveries
Activities students learned activities for 5 minutes information gained - Move up levels, once made
about fractions each from activities student can answer all - Linking what they
answers correctly have learned in
Learning - Group students into - After each activity, - If students have not previous sessions to
Intention: six groups, assign students write in completed their journal Extending Prompt: the activities
- Revise over numbers 1, 2, 3… journals: Activity: entries, to finish filling - What is the
fractions, - Tables will be learning, relate to them out difference between
compare and labelled 1-6, with previous sessions this activity and the
locating laptops and website - Time up, students previous activity?
fractions links on Moodle rotate clockwise to - What could you do to
through ICT account next table, next activity make this activity more
activities challenging for you?
(Appendix 3)

Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:

1. Content/Mathematical Ideas:
 Placing fractions and decimals on a number line
 Knowing the similarities between decimal and fraction representation
 Addition and subtraction

2. Aspects of the Victorian Curriculum that could be addressed in the next sequence:
 “Compare, order and represent decimals (VCMNA190)” (VCAA, 2016)
 “Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (VCMNA188)”
(VCAA, 2016)

3. Possible learning tasks/lessons/experiences that address the content and curriculum demands:
 Number line: with fraction and decimal cards to show different representations for the same value
 Addition and subtraction: paper folding, area model, set models, jumping on a number line

4. Reasons for these Planning Decisions:

 Follow on from previous sessions
 Enhance students learning of fractions
 Seeing connections between fractions, decimals and percentages
APPENDIX 1: LOCATING FRACTIONS ON A NUMBER LINE

Tutorial 3 activity; adapted from: (H. Kaur, personal communication, August,

2016)

Whole group task:

Independent Learning:
APPENDIX 2: WHICH IS BIGGER? WHICH IS SMALLER?

Resource for Teacher with comparing fractions:

http://www.mathgoodies.com/lessons/fractions/compare.html

2A: VISUAL REPRESENTATION TO EXTENT PROMPTS:

Full worksheet supplied from
http://www.visualfractions.com

1. Compare 1 with Circles Name___________________

Write a number sentence that describes each pictured example. The number sentence
should use one of the symbols <, >, or =.
1. 2.

3. 4.

5. 6.

Worksheets from http://www.visualfractions.com

2B: COMPARING FRACTIONS
http://www.mathworksheets4kids.com/comparing-fractions.php
http://www.mathworksheets4kids.com/comparing-fractions.php
2C: Open Ended Compare Fractions:

2 3 7 9 1 11
-- > -- --- > -- -- < ---
? 7 12 ? 2 ?
2 ? 1 5 6 7
-- < -- -- < -- -- < --
4 7 ? 5 ? 8
6 3 2 8 7 3
-- = -- -- = -- --- ? --
2 ? 2 ? 12 7
1 ? 4 ? 10 ?
-- < --- -- = -- -- > --
8 10 ? 2 ? 2
? 1 ? ? 9 3
--- < -- -- > -- -- > --
10 ? 5 7 ? ?
? 6 2 2 3 ?
--- > -- -- > -- --- < --
12 7 6 ? 4 9

2D: Checklist

Justification Reasoning Asking for Help

Child 1
Child 2
Child 3
Child 4
Child 5
Child 6
Child 7
Child 8
Child 9
Child 10
Child 11
Child 12
Child 13
Child 14
Child 15
Child 16
Child 17
Child 18
Child 19
Child 20

APPENDIX 3: ONLINE FRACTION ACTIVITIES

Websites for Session 5:

Table One:
Compare Fractions:
http://www.mathplayground.com/fractions_compare.html [Easy]
http://www.bbc.co.uk/skillswise/game/ma17frac-game-fractions-side-by-side
[Medium]
http://nlvm.usu.edu/en/nav/frames_asid_159_g_2_t_1.html [Hard]

Table Two:
Ordering Fractions:
http://www.bbc.co.uk/skillswise/game/ma17frac-game-ordering-fractions

Table Three:
Labelling Fractions:
http://nlvm.usu.edu/en/nav/frames_asid_104_g_2_t_1.html

Table Four:
More, Less Equal Fractions:
http://www.amblesideprimary.com/ambleweb/mentalmaths/fractotron.html

Table Five:
Create Own Fraction:
http://nlvm.usu.edu/en/nav/frames_asid_102_g_2_t_1.html

Table Six:
Mixed Bag of Fraction Activities:
http://interactivesites.weebly.com/fractions.html