You will learn
- Find a common denominator.
- Compare two fractions.
- Order three fractions.
- Use benchmarks.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
Same bottom number.
Say which is larger.
Reference fraction like 1/2.
Arrange from least to greatest.
1. Discover: who ate more?
Kofi eats 3/4 of a loaf and Ama eats 2/3. Who ate more?
2. Understand: comparing fractions
- Common denominator 12: 3/4 = 9/12 and 2/3 = 8/12.
- 9/12 > 8/12, so 3/4 > 2/3.
- 5/6 = 20/24 and 7/8 = 21/24, so 7/8 > 5/6.
- Order 1/2, 2/3, 3/5 using 30ths: 15/30, 20/30, 18/30 → 1/2 < 3/5 < 2/3.
3. Explore: compare
You need paper.
- Find the LCM of denominators.
- Convert both.
- Compare numerators.
- Write the sign.
Think about it: what did you notice?
3/4 > 2/3.
4. Practise
Guided practice
Question 1. 3/4 as twelfths?
9/12.
Question 2. Larger: 3/4 or 2/3?
3/4.
Question 3. Smallest of 1/2, 2/3, 3/5?
1/2.
Independent practice
- Compare 5/6 and 7/8
- Compare 3/5 and 1/2
- Order 1/2, 2/3, 3/5
- Compare 4/9 and 1/2
- Which is bigger: 7/10 or 3/4?
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
Kofi ate 3/4 and Ama 2/3 of a loaf. Who ate more?
Show a sample answer
Kofi.
6. Common mistake
Fix: Convert and compare.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- Convert to a common denominator.
- Compare numerators.
- Use 1/2 as a benchmark.
9. Next lesson
Next lesson: Adding fractions. Keep going with the next idea in this course.
Printable worksheet
- Larger: 5/6 or 7/8
- Larger: 3/5 or 1/2
- Order 1/2, 2/3, 3/5
- 4/9 vs 1/2 (which is bigger)
- Bigger: 7/10 or 3/4
Homework
Order 3/4, 5/8 and 2/3.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Larger: 5/6 or 7/8 | 7/8 | 2 |
| Larger: 3/5 or 1/2 | 3/5 | 2 |
| Order 1/2, 2/3, 3/5 | 1/2, 3/5, 2/3 | 2 |
| 4/9 vs 1/2 (which is bigger) | 1/2 | 2 |
| Bigger: 7/10 or 3/4 | 3/4 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 7/8; 2 3/5; 3 1/2, 3/5, 2/3; 4 1/2; 5 3/4.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find a common denominator | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Compare two fractions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Order three fractions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use benchmarks | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Thinking a bigger denominator means a bigger fraction. Convert and compare.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Same-denominator comparison.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find a common denominator; compare two fractions; order three fractions; use benchmarks.
Prerequisite knowledge. Lessons 1 and 2; LCM.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 35–45 minutes.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Thinking a bigger denominator means a bigger fraction. Convert and compare.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Same-denominator comparison. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.