Fraction Explorers

Overview

Unit: Fraction Fun and Mastery
Lesson Number: 1 of 3
Lesson Title: Understanding and Comparing Fractions
Duration: 45 minutes
Year Level: Year 7
Curriculum Area: Mathematics and Statistics
Strand: Number and Algebra
Achievement Objective (Level 4):

Apply understanding of equivalent fractions, decimals, and percentages to find and order fractions, and to compare fractions and percentages in context (NZC, Mathematics and Statistics, Number Knowledge – Level 4).

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Learning Intentions

By the end of this lesson, students will:

• Understand how to compare and order simple fractions with different denominators.
• Use visual aids (fraction walls and number lines) to support reasoning.
• Begin to explain strategies for comparing fractions using mathematical language.

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Success Criteria

Students can:

• Correctly identify which of two (or more) fractions is greater or lesser.
• Use visual tools such as a fraction wall to justify their comparisons.
• Participate in discussion, explaining their reasoning with confidence.

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Key Vocabulary

• Numerator
• Denominator
• Equivalent
• Greater than / Less than
• Compare / Order
• Benchmark fractions (e.g. ½, ¼, ¾)

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Materials and Resources

• Printed individual fraction walls (rainbow-coloured for visual clarity)
• Large wall-size fraction wall (reuse throughout unit)
• Mini whiteboards and markers (1 per student)
• Sets of fraction comparison cards (pre-cut card sets with fractions like ⅓, ¼, ⅖, etc.)
• Sticky note packs (for exit tickets)
• A3 laminated number lines (1 per group)
• Timer or visual timer on screen
• Digital projector or SmartBoard (for whole class modelling)

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Lesson Sequence

⏱ 0–5 mins: Warm-Up – “Fraction Pulse”

Purpose: Activate prior knowledge and get students moving.

• Project a list of benchmark fractions (½, ¼, ¾, ⅓, etc.).
• Call out a number fraction and ask students to:
  • Stand if they think the fraction is greater than ½.
  • Sit if they think it is less than ½.
• Quick discussion – "Who can explain their movement?"
• Encourage reasoning, not just guessing.

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⏱ 5–10 mins: Connect – "Why Fractions?"

Purpose: Hook learners with real-world connections.

• Show 3 quick slides of situations: slicing a pizza, pouring two jugs of milk, sharing 3/4 of a chocolate bar.
• Ask: "How do we know who gets more?"
• Transition: "Today, we’ll learn how to compare fractions like these."

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⏱ 10–20 mins: Teach – Modelling with Visuals

Purpose: Direct instruction using fraction wall and number lines.

1. Display the fraction wall and compare ½ and ⅓.

   • “Which is larger?”
   • “How can you tell?”

2. Show how to use equivalent fractions to compare:

   • ¼ and ⅓ → compare using equivalent denominators (e.g. 3/12 vs 4/12).
   • Model how fractions can also be placed on a number line.

3. Highlight common denominators – e.g. 4 and 8, 5 and 10, etc.

4. Co-model one comparison (students follow with finger or mini whiteboard), e.g. “Which is bigger: ⅗ or ¾?”

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⏱ 20–30 mins: Activity – Fraction Circuit (Group Work)

Purpose: Apply learning through rotating stations with increasing challenge.

Divide students into groups of 4 (6 groups total). Rotate every 5 minutes.

• Station 1: Match It! – Match pairs of equivalent fractions with fraction wall guides.
• Station 2: Compare It! – Use number lines to place random fractions in correct locations.
• Station 3: Sort It! – Order a group of 5 fractions from smallest to largest.
• Station 4: Problem Cards – “Who ate more?” style word problems.
• Station 5: Build It! – Create two fractions using cards and compare them.
• Station 6: Debate It! – Two fractions shown. Students must justify which is larger using reasoning stems (e.g. “I know ¾ is larger than ⅔ because…”)

Teacher or TA circulates to support mathematical thinking and pose questions.

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⏱ 30–40 mins: Discuss & Reflect – Whole Class Talk

Purpose: Consolidate strategies and explore misconceptions.

• Share examples from group work – ask volunteers to explain decisions.
• Display 2–3 tricky examples – discuss different strategies used.
• Prompt:

  “Is there only one way to compare fractions?” “What makes comparing tricky?”

Encourage mathematical conversation – sentence starters provided:

• “I noticed that…”
• “I wondered whether…”
• “I used the fraction wall to…”

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⏱ 40–43 mins: Exit Ticket – Sticky Fraction

Purpose: Individual assessment snapshot.

Each student receives a sticky note.

Prompt:
“Write two fractions. Circle the one that is larger. Write one sentence explaining how you know.”

Collect and review to inform next lesson.

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⏱ 43–45 mins: Closing and What’s Next

“Next lesson, we’ll explore how to find and make equivalent fractions. That's going to be useful for comparing trickier numerators and denominators!”

Celebrate great thinking, call out teamwork, effort, and respectful discussions.

Remind of new vocabulary and put on classroom vocab wall.

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Differentiation

Learner Group	Strategy
High Achievers	Introduce comparisons such as 7/8 vs 5/6. Ask for multiple comparison strategies.
Emerging Learners	Use pre-highlighted fraction walls. Pair with a buddy. Focus on comparing simple benchmarks (e.g. ½ vs ¼).
English Language Learners	Use visuals and allow oral responses with sentence frameworks. Display vocabulary with pictorial supports.

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Assessment for Learning

• Formative Observations through group work and class discussion
• Exit ticket reflection
• Collection of sentence structures to gauge reasoning

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Teacher Reflection Prompts

After the lesson, consider:

• Did students use visual tools effectively?
• Who was confidently using reasoning language?
• Who needs additional practice with number lines or equivalent fractions?
• Adjust stations next time to add complexity or increase support?

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Integration Opportunities

• Literacy: Connect with persuasive language (explaining why one fraction is greater).
• Social Sciences: Link to equitable sharing in communities or pākehā vs Māori context of food distribution.

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Notes

This lesson is structured to be flexible, active, and deeply grounded in the NZ curriculum. It champions both conceptual understanding and opportunities for ākonga to form and explain their own mathematical ideas.