Topicmbe61db001635fd2b_1528449000663_0Topic

Comparing common fractions with the same positive denominator or numerator

Levelmbe61db001635fd2b_1528449084556_0Level

Second

Core curriculummbe61db001635fd2b_1528449076687_0Core curriculum

IV. Common and decimal fractions. The student:

3) reduces and expands common fraction,

12) compares fractions (common and decimal).

Timingmbe61db001635fd2b_1528449068082_0Timing

45 minutes

General objectivembe61db001635fd2b_1528449523725_0General objective

Simple reasoning, presenting arguments, justifying the reasoning, distinguishing between the proof and the example.

Specific objectivesmbe61db001635fd2b_1528449552113_0Specific objectives

1. Comparing common fractions.

2. Arranging fractions in the ascending and descending orderdescending orderdescending order.

3. Communicating in English; developing mathematical and basic scientific, technical and digital competences; developing learning skills.

Learning outcomesmbe61db001635fd2b_1528450430307_0Learning outcomes

The student:

- compares simple fractions with the same denominators or numerators,

- arranges the fractions with the same denominators and numerators in the ascending or descending orderdescending orderdescending order.

Methodsmbe61db001635fd2b_1528449534267_0Methods

1. The show.

2. Situational analysis.

Forms of workmbe61db001635fd2b_1528449514617_0Forms of work

1. Individual work.

2. Class work.

Lesson stages

Introductionmbe61db001635fd2b_1528450127855_0Introduction

The students bring the rectangle with dimensions of 12 m x 1 cm which they prepared at home.

The teacher informs the students they are going to practice the skill of comparing fractions with the same numerators and denominators.

Procedurembe61db001635fd2b_1528446435040_0Procedure

The students are divided into groups of five.

Every student chooses one fraction from the following: $\frac{1}{12},\frac{1}{2},\frac{1}{3},\frac{1}{4},\frac{1}{6}$ . Then, he colours the part of the rectangle which corresponds with the selected fraction. The students compare the coloured parts and arrange the rectangles in the ascending order.

The students write the fractions in the ascending order.

They come up with the following conclusion:

If two fractions have the same numerator, then the fraction with the smaller denominator is the greater number.mbe61db001635fd2b_1527752256679_0If two fractions have the same numerator, then the fraction with the smaller denominator is the greater number.

Task 1

The students arrange the following fractions $\frac{2}{6},\frac{2}{9},\frac{2}{7},\frac{2}{5}$ with the same numerators in descending order.mbe61db001635fd2b_1527752263647_0The students arrange the following fractions $\frac{2}{6},\frac{2}{9},\frac{2}{7},\frac{2}{5}$ with the same numerators in descending order.

Task 2

The students work in groups using their computers. They watch the slideshow to revise the method of comparing fractions with the same denominators.

After watching the slideshow, they draw the conclusion to memorise:

If two fractions have the same denominator, then the fraction with the greater denominator is the greater number.

Task 3

The students arrange the following fractions $\frac{2}{8},\frac{7}{8},\frac{4}{8},\frac{5}{8}$ with the same denominators in the ascending order.

Task 4

The students solve the text task using the skill of comparing fractions.

The student of the class attend various additional classes. $\frac{1}{2}$ of the students go to the sports classes, $\frac{1}{5}$ act in the school theatre and $\frac{1}{4}$ take part in art classes.

Which classes are attended by the greatest and the smallest number of students?

The students together discuss the algorithm of comparing mixed numerals:

a) $2\frac{7}{31}$ and $3\frac{1}{100}$,

b) $2\frac{3}{7}$ and $2\frac{3}{5}$,

c) $4\frac{5}{11}$ and $4\frac{5}{9}$.

After completing the task, they draw the following conclusion:

To decide which of the mixed numerals is greater we should compare the integers first. If the integers are equal, we can compare the fractions.

An extra task:

Give an example of a fraction which makes the inequality below correct.

a) $\frac{13}{15}<...<\frac{14}{15}$,

b) $\frac{1}{3}<...<\frac{1}{2}$.

Lesson summarymbe61db001635fd2b_1528450119332_0Lesson summary

The students do the summarising tasks.

Then they sum up the class drawing the conclusions to memorise:

- If two fractions have the same numerator, then the fraction with the smaller denominator is the greater number.

- If two fractions have the same denominator, then the fraction with the greater denominator is the greater number.

- To decide which of the mixed numerals is greater we should compare the integers first. If the integers are equal, we can compare the fractions.

Selected words and expressions used in the lesson plan

comparison of fractionscomparison of fractionscomparison of fractions

greater fractiongreater fractiongreater fraction

smaller fractionsmaller fractionsmaller fraction

ascending orderascending orderascending order

descending orderdescending orderdescending order

equal fractionsequal fractionsequal fractions

compare fractionscompare fractionscompare fractions