Math lesson plan · 5th grade (Year 6 in England) · 30 minutes
Compare and order fractions greater than 1
Fractions
CCSS 4.NF.A.2England: Y6 Fractions
Objective and success criteria
Students will: Compare and order fractions greater than 1.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Order fractions with different denominators; Mixed numbers and improper fractions
Leads to: the next skill in this area.
Materials: Fraction strips or a fraction wall, Paper strips to fold, Number lines, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Order fractions with different denominators; Mixed numbers and improper fractions). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Write 2 2/6 as an improper fraction. → 14/6 (2 2/6)Prompt: How many pieces of size 1/6 are in 2 wholes?
- Three friends drank from same-sized bottles: Ben drank 1/3, Liam drank 1/4, Hana drank 5/12. Who drank the most? (Ben / Liam / Hana) → HanaPrompt: Find a common denominator.
- Write 3 5/6 as an improper fraction. → 23/6 (3 5/6)Prompt: How many pieces of size 1/6 are in 3 wholes?
Hook · 3 min
- Cut a pizza or a strip of paper unevenly and ask whether the pieces are really halves or quarters.
- Share the objective: Compare and order fractions greater than 1. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the sign: 2 3/4 __ 8/6
- Step 1: 2 3/4 > 1 1/3
- Step 2: >
- Answer: >
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the sign: 3 __ 14/8 (< / > / =) → >Prompt: Change both to mixed numbers and compare the wholes first.
- Choose the sign: 2 1/5 __ 9/8 (< / > / =) → >Prompt: Change both to mixed numbers and compare the wholes first.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the sign: 3/2 __ 8/4 (< / > / =) → <Prompt: Change both to mixed numbers and compare the wholes first.
- Choose the sign: 5/4 __ 6/3 (< / > / =) → <Prompt: Change both to mixed numbers and compare the wholes first.
Watch out for
- Thinking a bigger denominator means a bigger fraction (1/8 > 1/4).
- Adding the denominators when adding fractions (1/2 + 1/3 = 2/5).
Support and stretch
Support
- Review first: Order fractions with different denominators.
- Use concrete materials: fraction strips or a fraction wall.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder