teaching resource

Comparing Fractions – Teaching Presentation

  • Updated

    Updated:  28 Mar 2023

Teach your students about comparing fractions with like numerators or denominators by means of visual models, number lines and mathematical reasoning.

  • Editable

    Editable:  PowerPoint, Google Slides

  • Pages

    Pages:  1 Page

  • 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 – Teaching Presentation teaching resource
teaching resource

Comparing Fractions – Teaching Presentation

  • Updated

    Updated:  28 Mar 2023

Teach your students about comparing fractions with like numerators or denominators by means of visual models, number lines and mathematical reasoning.

  • Editable

    Editable:  PowerPoint, Google Slides

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  5 - 7

Teach your students about comparing fractions with like numerators or denominators by means of visual models, number lines and mathematical reasoning.

Learn How to Compare Fractions

Introducing the ultimate teaching tool for maths teachers – a teaching presentation that covers comparing fractions using different strategies, including visual models, number lines and mathematical reasoning.

This presentation contains 21 slides that are filled with colourful illustrations, easy-to-follow examples and engaging activities that will keep your students interested and motivated.

When using this teaching presentation, the teacher should guide the class or group through the presentation. There are several opportunities for student discussion with a partner, using the prompts labeled Partner 1 and Partner 2. There are also slides with tasks for students to complete for practise. After completion of the presentation, the slides can be posted online or printed out for students to reference later.

This resource is intended to be used as a teaching presentation about strategies for comparing fractions.

Tips for Differentiation + Scaffolding 

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

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 the use of manipulatives, only transitioning to drawn models when the student is ready. Continue practicing each type of problem, such as like denominators, until the students are confident with that type.

➕ Challenge Fast Finishers

For students needing a challenge, encourage students to articulate their thinking in writing and explain their comparisons more thoroughly. Additionally, students can make a teaching presentation of their own about the concept using a slideshow, poster or video tutorial.

Easily Prepare This Resource for Your Students

Use the dropdown button next to the Download button to access the Powerpoint or editable Google Slides version of this resource.

This resource was created by Lauren 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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