Fraction Comparison

Overview

In this lesson, students learn to compare fractions by using number lines and visual representations to decide whether one fraction is greater than or less than another.

Learning intentions

Students will:

• recognise fractions as equal parts of a whole
• use strategies to compare unit fractions (halves, quarters, thirds, fifths) and begin to compare simple fractions with the same denominator
• explain their thinking using words such as greater than, less than, and equal to
• represent comparisons on a number line diagram

Success criteria

Students can:

• correctly compare two fractions with the same denominator using visual models
• place unit fractions on a number line in the correct order
• use “greater than” and “less than” when describing comparisons
• justify their answer by pointing to equal parts or number-line positions

Curriculum links

• Understanding fractions as equal parts and using models to reason about them
• Comparing and ordering common fractions using benchmarks and number lines
• Developing mathematical reasoning and communication through explaining how answers are found

Lesson structure (45 minutes)

1. 0–5 min | Warm-up: fraction recall

• Show quick images of shaded parts (for example, halves and quarters). Students give the fraction and say whether it is more or less than a reference fraction (e.g., “Is this more than a half?”).

2. 5–12 min | Introduce the comparison language

• Draw two circles: one split into 4 equal parts (two shaded = 2/4) and one split into 4 equal parts (three shaded = 3/4). Ask: Which is greater? Why?
• Co-construct a class sentence frame: “___ is greater than ___ because both wholes are the same and there are more equal parts shaded.”

3. 12–20 min | Number line demo (teacher-led)

• Draw a number line from 0 to 1 with marks for unit fractions with the same denominator (e.g., fourths: 0, 1/4, 2/4, 3/4, 1).
• Place two fractions (for example, 1/4 and 3/4). Model how the fraction further to the right is greater.
• Repeat once with a different pair of unit fractions (for example, 1/3 and 2/3) using a fresh number line.

4. 20–30 min | Guided practice: visual compare

• In pairs, students receive two “fraction strips” or paper circles divided into equal parts. They choose a card with two fractions to compare (same denominators).
• Students build both models, then decide: greater than, less than, or equal to. They record a short explanation using the sentence frame.
• Teacher circulates with prompts: “Are the wholes the same? How do you know the parts are equal?”

5. 30–38 min | Independent task: number-line ordering

• Students use a worksheet or mini-whiteboards to draw (or complete) number lines for one set of fractions (teacher chooses a consistent denominator per set).
• Task A: Mark two unit fractions and circle the greater one.
• Task B: Order three fractions on the number line (e.g., 1/5, 2/5, 4/5).

6. 38–43 min | Share and check understanding

• Select 3–4 students to explain one comparison and one number-line placement.
• Ask the class to confirm by “spot checking”: “Is it consistent with the number-line positions? Does the shading show more or fewer equal parts?”

7. 43–45 min | Exit ticket

• Students complete one quick comparison: “____ is ___ than ____” and show it using either shading or a single number-line mark.

Resources

• Fraction circles or paper circles divided into equal parts (halves, quarters, thirds, fifths)
• Fraction strips (matching denominators)
• Number-line templates from 0 to 1 with equal intervals
• Fraction cards showing pairs for comparison (same denominators)
• Mini-whiteboards or scrap paper for working and quick explanations
• Student recording sheet with sentence frames and space for number-line marks
• Coloured pencils or counters for shading parts
• Sticky notes for “greater than/less than/equal to” labels

Assessment

• During guided practice, observe whether students correctly compare using equal parts and provide a reason (not just an answer).
• Review the independent task: accurate number-line placement and correct ordering of fractions.
• Use the exit ticket to identify misconceptions (for example, placing a fraction closer to 0 when it should be greater).

Differentiation

• Support:
• Provide number lines already partitioned, with fewer fractions to place (two marks first, then three).
• Offer additional visual cues: shade both wholes using counters so “equal parts” is clearly visible.
• Use more sentence stems and model “point-and-explain” with the student pointing to equal parts.
• Extension:
• Add comparisons involving fractions that represent the same value (for example, two quarters compared to one half) through visual equivalence, using models rather than rules.
• Ask students to compare three fractions and then explain a general strategy for ordering them.
• EAL (English as an Additional Language):
• Pre-teach and practise key words: greater than, less than, equal to, parts, whole, number line.
• Allow verbal explanations with sentence frames and partner support.
• SEN (additional needs):
• Reduce the number of items on the worksheet and focus on one denominator set.
• Use concrete materials (circles/strips) before any drawing, and provide step-by-step check-ins.