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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to compare two fractions with the same denominator. Students may use any representation to reason how the size or the length of the parts in the two fractions are the same because the denominator is the same, but that there are different numbers of those parts because the numerators are different (MP2). Students also are reminded about the meanings of the symbols > and <.

MLR7 Compare and Connect. Synthesis: Invite groups to prepare a display that shows the strategy they used to compare the fractions. Encourage students to include details that will help others interpret their thinking. For example, specific language, using different colors, shading, arrows, labels, notes, diagrams, or drawings. Give students time to investigate each other’s work. During the whole-class discussion, ask students, “¿Qué tienen en común estas representaciones? ¿En qué son diferentes?” // “What do these representations have in common?” “How are they different?” and “¿Qué tipo de detalles adicionales o de lenguaje les ayudó a entender las presentaciones?” // “What kinds of additional details or language helped you understand the displays?”
Advances: Representing, Conversing

Launch

Groups of 2
Display the first problem.
“Tómense unos minutos para decidir cuál fracción es mayor en cada una de estas parejas” // “Take a few minutes to decide which fraction is greater for each of these pairs.”
2–3 minutes: independent work time
“Compartan sus ideas con su compañero” // “Share your ideas with your partner.”
1–2 minutes: partner discussion
Share and record responses.
Display: < and >
“Refresquemos nuestra memoria sobre los símbolos ‘menor que’ y ‘mayor que’. ¿Cómo se leen estos símbolos?” // “Let’s refresh our memories about ‘less than’ and ‘greater than’ symbols. How do we read these symbols?” (“is less than” and “is greater than”)
Display: and
“¿Cómo se leen estas afirmaciones?” // “How do we read these statements?” (One-half is less than 1. Five-fourths is greater than 1.)
“Usando estos símbolos, ¿qué expresiones podemos escribir para y , y para y ?” // “What expressions could you write about and , and and , using these symbols?” (, , , )
Share and display responses. Ask students to read aloud each statement that is shared.

Activity

“Con su compañero, comparen las fracciones del siguiente problema y usen los símbolos ‘menor que’ y ‘mayor que’. Asegúrense de explicar o mostrar cómo razonaron” // “Work with your partner to compare the fractions in the next problem and use the ‘less than’ and ‘greater than’ symbols. Be sure to explain or show your reasoning.”
5–7 minutes: partner work time
Monitor for students who explain their reasoning with:
- An area diagram.
- A fraction-strip diagram.
- A number line.
- A written description about the size or the length of parts.

En cada pareja de fracciones, marca la fracción que es mayor. Explica o muestra tu razonamiento.
1. y
2. y
En cada caso, usa el símbolo > o el símbolo < para que la afirmación sea verdadera. Explica o muestra tu razonamiento.

Si te queda tiempo: Escribe un número en el espacio del numerador de la fracción para que la afirmación sea verdadera. Explica o muestra tu razonamiento.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Select previously identified students to share different representations for comparing fractions with the same denominator.
Consider asking: “¿En qué se parecen estas representaciones? ¿En qué son diferentes?” // “How are these representations alike? How are they different?”

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Spin to Win Same Denominator Recording Sheet, Spanish

Spin to Win Same Denominator Spinner

To Gather

Colored pencils Paper clips

Activity Narrative

The purpose of this activity is for students to practice comparing fractions with the same denominator while playing a game. Students spin a spinner for the numerator of their fractions, and then locate and label the fractions on a number line to determine which fraction is greater.

Representation: Access for Perception. To support understanding, begin by demonstrating how to play one round of “Spin to Win.”
Supports accessibility for: Memory, Social-Emotional Functioning

Launch

Groups of 2
Give each group a paper clip, colored pencils, a spinner, and a recording sheet.
“Ahora van a jugar un juego en el que comparan fracciones que tienen el mismo denominador. Al comienzo, un jugador va a escoger un denominador para la primera ronda” // “Now you will play a game in which you compare fractions with the same denominator. To start, one player will choose a denominator for the first round.”
“Después, cada uno va a girar la ruleta para obtener el numerador y va a crear su propia fracción (que tiene el denominador que ya escogieron). Luego, ambos jugadores van a ubicar y marcar sus fracciones en la misma recta numérica en la hoja de registro, y van a decidir cuál fracción es mayor” // “Then each player will spin for the numerator and create their own fraction with that denominator. Then both players will locate and label their fractions on the same number line on the recording sheet, and determine whose fraction is greater.”
“Si su fracción es mayor, pueden escoger el denominador de la fracción de la siguiente ronda. El objetivo del juego es ganar todas las rondas que puedan” // “If your fraction is greater, you get to choose the denominator for the next round. The goal of the game is to win as many rounds as you can.”
Ask the class to choose a denominator (2, 3, 4, 6, or 8). Then spin the spinner and discuss how to represent the fraction on a number line on the recording sheet.

Activity

10 minutes: partner work time
As students work, monitor for students who notice patterns as they play.

En este juego, van a ubicar y marcar fracciones en rectas numéricas. Escojan un lápiz de un color distinto al lápiz de su compañero para que puedan saber de quién es cada fracción en cada recta numérica.

Cada jugador gira el clip. El jugador que saque el número mayor es el jugador 1.
El jugador 1 escoge un denominador para la primera ronda: 2, 3, 4, 6 u 8.
Cada jugador gira la ruleta para obtener el numerador de su fracción. Si ambos jugadores sacan el mismo numerador, ambos jugadores deben girar la ruleta de nuevo hasta que sean diferentes.
Ubiquen y marquen sus fracciones en la misma recta numérica, en la hoja de registro.
Ambos jugadores escriben sus fracciones en la hoja de registro y los símbolos “>” o “<” para completar la afirmación de comparación.
El jugador que tenga la fracción mayor gana y escoge el denominador de la siguiente ronda.
Jueguen 10 rondas. Gana el jugador que gane más rondas.

Student Response

None

Advancing Student Thinking

Activity Synthesis

“¿Qué tipo de número querían sacar en su turno? ¿Por qué?” // “What kind of number did you want to spin on your turn? Why?” (I wanted to spin a large number because a greater numerator means a greater fraction. If you spin a small number, then the lesser numerator makes a lesser fraction.)

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Lesson 15

Comparemos fracciones que tienen el mismo denominador

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

3.NF.A.3.d

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

3.NF.A.3.d

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

Building Toward

3.NF.A.3.d

Building Toward

Building Toward