Georgia has excellent resources that get at the big ideas, questioning, and language of fractions. They take each typical assessment item and show what activity can teach that as well as ways to ask the questions. They also talk about common mistakes students make.
Texas does a grand job of creating lessons as well. Texas favors area models for fractions since it ties to multiplication and leads to equivalent fractions with a visual. Texas in its lesson plans puts the language needed to communicate to students the vocabulary which is taken from the state assessments and the standards. My license as a Texas teacher gave me specialized training in writing assessment items aligned to the language of standards and the actual tests including the NAEP test.
Utah does a grand job of creating lessons with full concepts as the basis. They tie it to several strands in the standards. These are good lessons after an introduction where a teacher can put depth in the knowledge and create thinking approaches that tie into previous lessons. The lesson provides the materials.
Here is a transition sheet that takes concrete manipulatives, as in fraction bar and transition, to the abstract greater than and less than signs. The questions are deep. How do you know it is true? It is a good model to create your own sheets for areas students need work in.
Making the fraction strip model is a hands-on manipulative which students can make comparison with over and over again. Illuminations is a resource that gets at the heart of the matter with its reflective questioning.
Once the core lessons have happened, you have to have other material of a different approach to reinforce learning or continue learning. These lessons do that. It's important to expose a student to as many approaches as possible since that is what they do on state assessments. State assessments do different aspects on standards. Some aspects they do not do on every test, but in a rotation.
In this online activity, a series of questions with visuals are asked. I used this activity or similar ones often with at-risk students. I would add the language to the pattern block outline so students learned to recognize the word and spell it correctly. I like the activity because it talked of relations.
Pattern blocks in primary are a well known manipulative, so adding a fraction layer to it gives students much schema to work with. Many of the fraction relationships have been discovered informally through play. Adding the language gives math words for what the student has been doing all along.