teaching resource

Comparing Fractions Mini-Book

  • Updated

    Updated:  06 Jun 2023

Use this mini-book to help your students learn how to compare fractions with visual models, number lines and mathematical reasoning.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  20 Pages

  • Curriculum
  • Years

    Years:  5 - 7

Curriculum

  • VC2M5N03

    Compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line <ul> <li>using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total</li> <li>creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games</li> <li>connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 1/4 on a fraction wall represents the area of one-quarter of the whole, while on the number line 1/4 is identified as a point that is one-quarter of the distance between zero and one</li> <li>using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 2/10 is located at the same position on a parallel number line as 1/5 because 1/5 is equivalent to 2/10</li> <li>converting between mixed numerals and improper fractions to assist with locating them on a number line</li> </ul>

  • VC2M6N03

    Apply knowledge of equivalence to compare, order and represent common fractions, including halves, thirds and quarters, on the same number line and justify their order <ul> <li>applying factors and multiples to fraction denominators (such as halves with quarters, eighths and twelfths, and thirds with sixths, ninths and twelfths) to determine equivalent representations of fractions in order to make comparisons</li> <li>representing fractions on the same number line, paying attention to relative position, and using this to explain relationships between denominators</li> <li>explaining equivalence and order between fractions using number lines, drawings and models</li> <li>comparing and ordering fractions by placing cards on a string line across the room and referring to benchmark fractions to justify their position; for example, 5/8 is greater than 1/2 can be written as 5/8 > 1/2, because half of 8 is 4; 1/6 is less than 1/4, because 6 > 4 and can be written as 1/6 < 1/4</li> </ul>

  • Comparing Fractions Mini-Book teaching resource
teaching resource

Comparing Fractions Mini-Book

  • Updated

    Updated:  06 Jun 2023

Use this mini-book to help your students learn how to compare fractions with visual models, number lines and mathematical reasoning.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  20 Pages

  • Curriculum
  • Years

    Years:  5 - 7

Use this mini-book to help your students learn how to compare fractions with visual models, number lines and mathematical reasoning.

Learn How to Compare Fractions

Introducing the perfect teaching tool for your maths class – a printable mini-book that teaches students how to compare fractions with the same numerators and same denominators!


Inside the mini-book, you’ll find a step-by-step guide that walks students through the process of comparing fractions with the same numerators and denominators. Each page is filled with easy-to-understand examples, making it easy for students to follow along and stay engaged.

The mini-book has 20 half-sized pages with notes and practise problems about various strategies for comparing fractions. There are 2 versions of the mini-book. The second version has fill-in-the-blank portions if teachers want students to fill in the notes as they present them.

The mini-books should be reviewed with teacher guidance, especially the fill-in-the-blank version. Teachers can go through the notes and examples, allowing time for students to ask questions and complete the practise tasks. Upon completion, students can colour the books and hold onto them for future reference.

This resource is intended to be used as an engaging note-taking and practise activity and a reference for students to use throughout the fraction unit.

Tips for Differentiation + Scaffolding 

A team of dedicated, experienced educators created this resource to support your maths lessons. 

In addition to individual student work time, use this mini-book to enhance learning through guided maths groups, whole class lessons, or remote learning assignments. 

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts: 

🆘 Support Struggling Students

To provide additional support, encourage students to use manipulatives often. Assist students in drawing the models when needed. Provide the completed version of the mini-book to eliminate the writing portion as needed.

➕ Challenge Fast Finishers

As an extension, challenge students to make a stop motion video or another form of multimedia using pictures of the mini-book to explain the strategies for comparing fractions. Challenge students to include denominators not yet mentioned, such as fifths or tenths.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or editable Google Slides version of this resource. 

After printing the pages, cut each page in half, assemble, and staple along the left-hand side.

This resource was created by Lorin Davies, a Teach Starter Collaborator.

Curriculum

  • VC2M5N03

    Compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line <ul> <li>using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total</li> <li>creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games</li> <li>connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 1/4 on a fraction wall represents the area of one-quarter of the whole, while on the number line 1/4 is identified as a point that is one-quarter of the distance between zero and one</li> <li>using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 2/10 is located at the same position on a parallel number line as 1/5 because 1/5 is equivalent to 2/10</li> <li>converting between mixed numerals and improper fractions to assist with locating them on a number line</li> </ul>

  • VC2M6N03

    Apply knowledge of equivalence to compare, order and represent common fractions, including halves, thirds and quarters, on the same number line and justify their order <ul> <li>applying factors and multiples to fraction denominators (such as halves with quarters, eighths and twelfths, and thirds with sixths, ninths and twelfths) to determine equivalent representations of fractions in order to make comparisons</li> <li>representing fractions on the same number line, paying attention to relative position, and using this to explain relationships between denominators</li> <li>explaining equivalence and order between fractions using number lines, drawings and models</li> <li>comparing and ordering fractions by placing cards on a string line across the room and referring to benchmark fractions to justify their position; for example, 5/8 is greater than 1/2 can be written as 5/8 > 1/2, because half of 8 is 4; 1/6 is less than 1/4, because 6 > 4 and can be written as 1/6 < 1/4</li> </ul>

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