Comparing Fractions Clearly

Overview

Lesson 4 of 10 in Understanding Fractions Together. Students use fraction bars and pictorial models to compare and order familiar fractions, then record relationships using <, > and =. Activities are adapted for older students working broadly within Years 2–4 achievement levels.

Learning intentions

• WALT compare and order familiar fractions.
• Students will use fraction bars and shaded models to decide which fraction is greater.
• Students will use the symbols <, > and = to show relationships.
• Students will explain their thinking using mathematical language and visual evidence.

Success criteria

• I can identify the whole and equal parts in a fraction model.
• I can compare two fractions using a fraction bar or picture.
• I can correctly use <, > or =.
• I can order three familiar fractions from least to greatest.

Curriculum links

• Recognising and representing halves, quarters, thirds and other familiar fractions as equal parts of a whole.
• Comparing and ordering familiar fractions using visual models and number representations.
• Communicating mathematical reasoning using symbols, words, drawings and materials.
• Working collaboratively to test, explain and check mathematical ideas.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome and visual hook Open with the fraction comparison hook. Show two same-sized chocolate bars or pizzas, one divided into halves and one into quarters, with one part shaded on each. Ask: “Which shaded part would you rather receive? How do you know?” State the WALT and briefly review that the denominator tells how many equal parts make the whole, while the numerator tells how many parts are being considered.

2. 5–12 minutes – Teacher modelling Use the comparison slides and model pairs such as 1/2 and 1/4, then 2/4 and 1/4. Build each fraction with the fraction wall and strip cards or draw matching bars on the board. Explicitly model the comparison routine: check the wholes are the same size, build or shade each fraction, compare the amount, then write the correct symbol. Demonstrate that 1/2 > 1/4 and 2/4 = 1/2.

3. 12–20 minutes – Guided comparison Give each pair a small set of strip cards from the fraction wall and strip cards. Display one comparison at a time in the guided comparison slides. Students build both fractions, discuss with a partner and hold up or point to <, > or = cards made by the teacher. Use examples appropriate to the group, such as 1/3 and 1/4, 2/4 and 1/2, and 3/4 and 1/4. Ask selected students to explain how the strips prove their answer.

4. 20–32 minutes – Independent or supported practice Distribute the comparing fractions worksheet. Students complete picture-based comparisons first, then record the matching symbol. The final section asks them to order three fractions from least to greatest. Work with a teacher-led focus group of up to four students using the fraction strips. Encourage students to say: “The wholes are the same. I can see that ___ is greater than ___ because ___.”

5. 32–39 minutes – Partner reasoning challenge Display the “Convince us” prompts in the partner reasoning slides. Pairs choose one comparison from the worksheet and prepare to explain it using a drawing, fraction strip or fraction wall. Include a misconception prompt: “Is 1/8 greater than 1/4 because 8 is greater than 4?” Invite two or three pairs to share. Reinforce that when a whole is divided into more equal parts, each part becomes smaller.

6. 39–45 minutes – Review and exit check Return to the lesson goal using the plenary and exit check slides. Ask students to complete an oral or written check: compare 1/2 and 1/4, then order 1/4, 3/4 and 1/2. Students may use a fraction strip before recording their answer. Collect responses and briefly celebrate clear explanations, not just correct symbols.

Resources

• the complete lesson slide deck covering the hook, modelling, guided comparisons, partner reasoning and plenary.
• the comparing fractions worksheet for visual and symbolic practice.
• the fraction wall and strip cards for modelling and partner comparison.
• Board or interactive display.
• Prepared <, > and = cards, or symbols written on small cards.
• Pencils, coloured pencils and highlighters.
• Optional counters or small objects for students who need concrete support.

Assessment

• Observe whether students compare equal-sized wholes and select the correct symbol during guided work.
• Check worksheet comparisons and ordering tasks, noting whether errors relate to symbols, fraction meaning or visual comparison.
• Use the final check to identify students needing further practice with equal parts, equivalent fractions or ordering.

Differentiation

• Support: use only halves, quarters and thirds initially; provide pre-built fraction strips, enlarged models and a symbol reminder. Allow students to point, match or explain orally before writing.
• Support for language and communication needs: use consistent sentence frames such as “___ is greater than ___ because I can see ___.” Pair students strategically and accept drawing, gesture or speech-to-text.
• Extension: ask students to find two different ways to show an equality, such as 1/2 = 2/4, and explain why the wholes must be the same size.
• For students with sensory, motor or attention needs: provide uncluttered worksheet sections, thicker card strips, short response choices and planned movement breaks between tasks.