Lesson Plan 4
Comparing and Ordering Fractions
Grade: 3
Strand: Number Sense and Numeration (Quantity Relationships)
Expectation(s):

divide whole objects (and sets of objects into equal parts,) and identify the parts using
fractional names (e.g. one half; three thirds; two fourths or two quarters), without using
numbers in standard fractional notation.
Lesson Goal(s):

To compare and order fractions using a variety of tools

To concretely divide one whole into equal parts
Learning Goal(s):

I am creating fractional pieces using paper strips.

I am continuing to practice naming the fractional pieces I create using the appropriate
names.
Success Criteria:

I can create my own fractional pieces by folding paper strips evenly into equal parts.

I can see how an initial fold of one half helps me to predict how many more folds of one
half I need (example: one whole folded into one-half, and then one-half again = the
paper strip folded into quarters; one half folded into one half, and then one-half again,
and one-half again = the paper strip folded into eighths).

I can name the fractional parts correctly by using the total number of pieces the strip
has been folded into as the mathematical word to describe the fraction (e.g. paper
folded into 3 = thirds; paper folded into 4 = fourths / quarters; paper folded into 6 =
sixths; paper folded into 8 = eighths. NOTE - paper folded into 2 is not called twoths, but
halves).

The count for the number of fraction pieces is always included in the name (example:
three fourths; one half; five sixths
Materials:

pre-cut paper strips in 5 different colours of construction paper (blue, green, purple,
yellow, orange) that resemble the length and width of a fruit roll-up (at least 2 of each
colour per pair)

chart paper

markers

scissors and glue

Exit card question on chart paper
Getting Started:
Set the stage for the “Working On It” by describing the following scenario:
Teddy loves fruit roll ups! His mom packed one for his snack. As he unraveled the roll-up, his
best friend noticed the length of the treat. The friend asked Teddy politely if he would share it.
“Absolutely” was Teddy’s response. But then another friend noticed Teddy’s roll up and asked if
he could also share. And then another friend, and another friend, and so on. By the time all of
his friends had asked, there were 7 other people requesting a share of Teddy’s roll-up!
Working on It:
Organize the students into working pairs. Explain that they will be using a paper strip to
represent one whole roll-up. These will be used to represent the story described in the “Getting
Started.” Distribute paper strips of different colours to each pair along with a large piece of
chart paper.
Copy the following instructions onto chart paper:
Use trial and error with the paper strips to represent

Teddy sharing one roll-up between 2 people; (blue)

Teddy sharing one roll up between 3 people; (yellow)

Teddy sharing one roll-up between 4 people; (orange)

Teddy sharing one roll-up between 6 people; (purple)

Teddy sharing one roll-up between 8 people. (green)
Glue each representation onto the chart paper with labels naming the fraction parts.
Before the “Reflect and Connect” begins, have student pairs combine to make groups of 4.
Have these groups share their response sheets with one another, explaining their strategies and
justifications. Following this “Assessment as Learning” discussion, give pairs another few
minutes to make revisions to their original work samples using a distinguishable writing tool.
Anticipated Student Responses:
-paper strips folded and cut into halves, thirds, fourths, sixths, eighths
-fraction pieces labeled and named
-expect some work samples to show uneven fractional parts due to errors in folding and cutting
precision
-fractional names may not match the number of people that were sharing the fruit roll-up
Reflect and Connect:
Gather the class together to discuss various student work samples. Have authors share their
thinking by using the following question prompts:

What strategies did you use to share the fruit roll-up equally between the given number
of people (example responses - used a ruler; folded the paper)?

How did you make sure each person got a fair share of the roll-up?

What changes did you make to your original work after discussing your strategies with
another pair?

If you could choose a fraction piece of a fruit roll-up which one would you choose?
Why?
Create a Key Learning Chart with the students outlining the following Success Criteria:

I can create my own fractional pieces by folding paper strips evenly into equal parts.

I can see how an initial fold of one half helps me to predict how many more folds of one
half I need (example: one whole folded into one-half, and then one-half again = the
paper strip folded into quarters; one half folded into one half, and then one-half again,
and one-half again = the paper strip folded into eighths).

I can name the fractional parts correctly by using the total number of pieces the strip
has been folded into as the mathematical word to describe the fraction (e.g. paper
folded into 3 = thirds; paper folded into 4 = fourths / quarters; paper folded into 6 =
sixths; paper folded into 8 = eighths. NOTE - paper folded into 2 is not called twoths, but
halves).

The count for the number of fraction pieces is always included in the name (example:
three fourths; one half; five sixths.
Assessment as Learning - Allow for pairs of students to share ideas and strategies with
other pairs prior to the “Reflect and Connect,”, followed by an opportunity to make revisions to
original work samples (using a writing tool that is distinguishable from the original writing tool
e.g. different colour marker, pen, or pencil).
Assessment for Learning
Exit Card: On an exit card, have students individually write out the following fractions:
three-fourths of a fruit roll-up
two-thirds of a fruit roll-up
five- sixths of a fruit roll-up
Circle the largest fraction piece of a fruit roll-up and underline the smallest fraction piece of a
fruit roll-up keeping in mind that the whole for each fraction is the same size.
Justify your answer.
Assessment of Learning - Not applicable