Fraction Wall Comparisons

Overview

Students use a fraction wall and fraction strips to compare and order familiar fractions. The lesson builds on understanding that fractions describe equal parts of a whole and focuses on denominators 2, 3, 4, 5, 6, 8 and 10.

Learning intentions

• WALT compare fractions using a visual model.
• WALT explain why one fraction is greater than, less than or equal to another.
• WALT order fractions from smallest to largest.
• WALT use equivalent fractions when denominators are related.

Success criteria

• I can use a fraction wall or strips to compare two fractions.
• I can use <, > or = correctly.
• I can order a set of fractions and explain my thinking.
• I can rename a fraction using an equivalent fraction when helpful.

Curriculum links

• Fractions — compare and order fractions with denominators of 2, 3, 4, 5, 6, 8 and 10.
• Fractions — recognise that fractions represent equal parts of a whole and can represent division.
• Fractions — use equivalence to compare fractional quantities.
• Number — connect familiar fractions with visual representations and number-line positions.

Lesson structure (10 minutes)

1. 0–2 min · Hook and recall. Teacher opens the fraction comparison introduction and displays two equal-length strips labelled ( \frac{1}{2} ) and ( \frac{3}{8} ), asking, “Which is greater? How could we prove it?” Students make a silent prediction, then briefly justify it to a partner.

2. 2–4 min · Model comparison. Teacher uses the fraction wall and strip cards to align ( \frac{1}{2} ), ( \frac{2}{4} ), ( \frac{4}{8} ) and ( \frac{5}{10} ), modelling that these fractions are equivalent because they cover the same length. Students observe, then explain the comparison using the sentence stem, “___ is equal to ___ because …”.

3. 4–7 min · Hands-on partner sort. Teacher displays the instructions on the partner sorting instructions and gives each pair a small selection of fraction strips from the fraction wall and strip cards. Students compare and order ( \frac{1}{2}, \frac{1}{3}, \frac{2}{4}, \frac{3}{6}, \frac{3}{4}, \frac{5}{8} ) from smallest to largest, placing equal fractions together. Partners must agree on one visual proof and one comparison statement.

4. 7–9 min · Record and check. Teacher distributes the fraction comparison mini-worksheet and asks students to complete the two comparison questions and one ordering question independently. Students record symbols, draw or refer to a model, and explain one answer in words.

5. 9–10 min · Plenary and exit check. Teacher returns to the final challenge slide and asks, “Which is greater: ( \frac{2}{3} ) or ( \frac{3}{5} )? What would you need to do to compare them fairly?” Students hold up a response, then state that equal-sized wholes and equivalent representations help make a reliable comparison.

Resources

• the fraction comparison introduction
• the fraction comparison mini-worksheet
• the fraction wall and strip cards
• Scissors, if strips require cutting before the lesson
• Pencils and coloured pencils
• Board or interactive display
• Prepared sets of fraction strips for 10 pairs

Assessment

• Listen for students comparing the size of the parts, rather than assuming a larger denominator means a larger fraction.
• During partner sorting, check whether students align strips accurately and identify equivalent fractions such as ( \frac{1}{2}=\frac{2}{4} ).
• Collect or scan the mini-worksheet and use the final comparison as an exit check. Note students who need further support comparing fractions with unlike denominators.

Differentiation

• Support: provide pre-cut, colour-coded strips; begin with unit fractions and equivalent pairs; keep the fraction wall visible; use the sentence stems “___ is greater than ___ because …” and “___ is equivalent to ___ because …”.
• Learning support and dyslexia-friendly access: read all instructions aloud, use a clear sans-serif font with generous spacing on the fraction comparison mini-worksheet, minimise written copying, and allow students to point to or draw their evidence before explaining orally.
• EAL/D: pre-teach and display “fraction”, “numerator”, “denominator”, “equal”, “greater”, “less” and “equivalent”, with gestures and visual examples. Pair students strategically for oral rehearsal.
• Extension: ask advanced learners to compare ( \frac{2}{3} ) and ( \frac{3}{5} ) by renaming both with a common denominator or using a number line, then create another pair of fractions that are equivalent.