Comparing Fractions Made Fun

Overview

Duration: 50 minutes
Class size: 27 students
Age group: Year 7 (ages 11-12)
Topic: Fractions – Comparing Fractions
National Curriculum Reference:

• Mathematics Programmes of Study - Number - Year 7
• Pupils should extend their understanding of fractions to compare and order simple fractions (NC 2014, Number - Fractions and percentages).
• Develop ability to use notation and vocabulary to describe parts of a whole and compare fractions (NC 2014 - Number)

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Use correct mathematical notation to describe parts of shapes as fractions (e.g., ⅓, ⅖).
• Confidently compare simple fractions using visual aids and mathematical reasoning (e.g., more than, less than, equal to).
• Translate visual representation of fractions into numeric notation and order them.

Explicit National Curriculum Links

• Use common factors to simplify fractions; compare fractions with different denominators (KS3 National Curriculum, Number – Fractions, 2014).
• Recognise and use the concepts of numerator and denominator (KS2 Programmes of Study — Year 6 Foundation, to reinforce and extend).

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Resources

• Pre-prepared fraction strips and fraction circles (coloured paper manipulatives) – one set per pair
• Whiteboards and markers for quick formative assessment
• Interactive "Fraction Wall" display on board or projector
• Worksheets with shapes divided into parts for notation practice
• Exit ticket slips for plenary

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Lesson Structure

1. Starter: Fraction Notation Quickfire (10 minutes)

Activity:

• Begin by showing different shapes split into various parts (circles, rectangles).
• Ask whole class quickfire questions: "What fraction of this shape is shaded?"
• Pupils respond verbally or show fraction on mini whiteboards.

Purpose:
Reinforces notation and builds confidence identifying fractions from shapes.

National Curriculum Focus: Using notation to describe parts of a shape.

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2. Main Activity 1: Hands-On Comparison (15 minutes)

Activity:

• Pupils pair up and receive fraction strips and circles.
• Task 1: Each pair creates fractions on strips (e.g., 1/2, 1/3, 1/4) and compares by placing strips physically side by side.
• Task 2: Use fraction circles to visually compare fractions with different denominators (e.g., 2/3 vs. 3/4).
• Pupils record comparisons on whiteboards using <, > or = and in words ("two thirds is less than three quarters").

Teacher Support:
Circulate, prompt pupils to explain their reasoning aloud. Emphasise the importance of numerator and denominator.

Purpose:
Builds concrete understanding of size of fractions and comparison strategy.

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3. Main Activity 2: Visual Notation and Ordering (15 minutes)

Activity:

• Distribute worksheets showing groups of shapes shaded differently.
• Pupils write down fraction notation for each and then order the fractions from smallest to largest.
• Challenge: Include at least one improper fraction or mixed number for extension.

Pair Work:
Pupils discuss and justify their ordering to a partner.

National Curriculum Focus: Ordering and comparing simple fractions by recognising size.

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4. Plenary: Exit Ticket and Reflection (10 minutes)

Activity:

• Each pupil completes a slip:

  1. Write the fraction shown (shape/diagram provided).
  2. Compare two given fractions using <, > or = and explain why in one sentence.

• Collect slips as a formative assessment.

Whole Class:
Brief discussion on how the strategy of comparing fractions can be used in real life (e.g., cooking, sharing).

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Assessment & Differentiation

• Formative assessment: Whiteboard checks during tasks; exit tickets to assess notation and comparison skills.
• Differentiation:
  • Support: Use simpler fractions e.g., halves, thirds, quarters only. Provide extra fraction strips.
  • Challenge: Introduce improper fractions or fractions with larger denominators to compare, or fractions close in size to deepen reasoning.

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Cross-Curricular / Enrichment Ideas

• Art link: Create fraction mosaics or tiled patterns representing fractions visually.
• English link: Justify comparisons using sentence starters: "I know ⅓ is less than ½ because..."
• Critical Thinking: Pose a tricky question: "Is ½ always larger than ⅓? How do we explain it mathematically?"

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Teacher’s Notes & Tips

• Use bright, tactile fraction manipulatives to engage learners and avoid abstract confusion.
• Encourage precise use of mathematical language: numerator, denominator, greater than, less than, equal to.
• Be ready to model comparisons on the board using a fraction wall diagram.
• Celebrate different strategies pupils use, such as converting fractions to decimals, visual estimation, or finding common denominators.

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This lesson offers active, hands-on learning, clear links to the National Curriculum, scaffolded challenges, and formative checks designed to build confidence in comparing fractions – a key mathematical skill for Year 7 pupils.