When we cut our pieces of paper we could see that 1/4 is smaller than 1/3 is that right.
You said because three people are sharing this they're going to get a bigger piece and if there's 4 kids sharing this they're going to get a smaller piece.
Alright so let's see what that might look like on a number line, yes?
Okay, so what number would we put here first? Kids:Zero
Zero, nice.
And then what number would go here at the end of our number line? Student #1:1/3
Students guess 1/3, 2/3, 1/4. What are we working with here? Were working with a piece of paper.
Student: A whole. A whole piece of paper. How many pieces of paper? One.
So here'e our paper, from zero to one.
Ready, Okay. Now..
What would it look like if we divided that paper into 3 equal parts?
What could go first? What fraction would we write if we were divided our paper into 3 equal parts?
What number would go first? Turn and tell your partner.
And 5, 4, 3, 2, 1 sharing is done. Alright.
Who can raise their hand and tell me what fraction would go first if we were to divide our paper into 3 equal parts?
Student: 1/3.  Does that make sense? Students: Yes. Yes, are you sure?
Okay, so 1/3. What fraction would come next?
Okay, just tell me what fraction would come next? Students: two-thirds!
And what fraction would come last? Students:Three-thirds, one whole!
And three-thirds is the same as one whole.
Nice. Now let's compare these on a number line.
We did it with a picture, now let's do the one-fourth on top.
Let me try a different color.
If we were going to divide this into four equal parts which fraction would come first? Just stop and think.
If we were going to divide our number line into four equal parts, which fraction would come first?
Tell a partner.
And 5, 4, 3, 2, 1 sharing done. Who can raise their hand and tell me what fraction would come first?
What do you think?
One -fourth, what do you guys think?Thumbs up or thumbs down?
Is 1/4 bigger than one-third or less than one-third. What do you guys think Students: Less!
Alright, what fraction would come next?
Two-fourths.Is two-fourths going to be less than two-thirds or greater than two-thirds?Students: Less!
Alright, what fraction would come next?
Three- fourths. Is three-fourths greater than one whole or less than one whole?
And what fraction would come last?
Students:four-fourths, one whole. What was that?Four fourths is the same as ... Students: one whole
So now you guys are so good at doing your fractions with a visual model, in the future I want us to think about modeling our fractions on a number line.
Does that make sense?
So let's look at these parts.
On a number line does it match what we did over here? Are the thirds bigger than the fourths?
What would that look like as an equation (inequality)?
which ones larger one-third or one-fourth? Students: one-third!
Which one is it? Students:one-third!
And do you know how to do the greater than less than symbol?
What's the other fraction we were working with? Students: One-fourth!
Are they equal? Students: No.
Student:Circle it. Beautiful, thank you mathematicians.
