a. Name a fraction that the point represents.
b. Is that fraction greater than or less than 1?
c. How far is it from 1?
Activity 2
Card Sort: Where Do They Belong?
Your teacher will give you a set of cards that show fractions.
Sort the cards into 3 groups: less than , equal to , and greater than . Be ready to explain your reasoning.
Discuss your sorting with another group. Then record the fractions in the table.
less than
equal to
greater than
Discuss your sorting with the class. Then complete the sentences.
A fraction is less than when . . .
A fraction is greater than when . . .
A fraction is between and 1 when . . .
Activity 3
Greater than or Less than ?
Student Section Summary
We used fraction strips to represent fractions with denominators of 2, 3, 4, 5, 6, 8, 10, and 12.
Fraction strips helped us reason about relationships between fractions.
Example:
One whole split into 5 equal parts makes 5 fifths.
Each fifth split into 2 equal parts makes 10 equal parts, or 10 tenths.
When the denominator is larger, there are more parts in a whole.
Fraction strips also helped us reason about the sizes of fractions.
Same denominator: The size of the parts is the same. So, the fraction with more parts is greater.
Example: is greater than .
Same numerator: The number of parts is the same. So, the fraction with larger parts is greater.
Example: is greater than .
We used what we learned about fraction strips to partition number lines and represent fractions.
Number line. Scale, 0 to 1. There are 11 evenly spaced tick marks. First tick mark 0. second tick mark, one tenth. 3rd tick mark, one fifth. Fifth tick mark, two fifths. Seventh tick mark, three fifths. Ninth tick mark, four fifths. Eleventh tick mark, 1. A Point is labeled at 1 tenth.
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Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
