$compare using benchmark fractions$

$compare using benchmark fractions$

Compare using benchmark fractions how to#

Making and drawing the fractional pieces encourages students to think about the meaning of the fractions.įor additional practice, have students complete the Fair Share Problems worksheet ( M-4-3-1_Fair Share Problems and KEY.doc). Do not provide materials with the fractions already labeled. It is important that students construct a way to show the problem. “How is it possible for three people to share two sandwiches?” ( They divided each sandwich by thirds to make 6 parts and took 2 parts each.)Įncourage students to use any materials they find useful to compare the fractions (paper strips to fold, linking cubes) and to make drawings to help them.“How much does each friend get?” ( of each sandwich or of the total sandwiches).

Compare using benchmark fractions how to#

How much should each of the three friends get? Draw a picture of the context of the problem on chart paper.Īsk students to talk to their partners for a few minutes about how to divide the two sandwiches equally among three people. They want to share the sandwiches equally. Jenny, Marcus, and Renee bought two 1-foot-long submarine sandwiches. “Now that we know more about comparing fractions we will look at this problem.” Present a “fair-share” problem. Call on students to supply the answers and discuss any misunderstandings. Give students a few minutes to do the practice problems. Say to the class, “Now that you can order fractions, we are going to compare fractions using the symbols, or =.” Write and draw the following on the board:īe sure to point out that the fraction strips are equal in length.Īsk for a student volunteer to circle and on the fraction strips.Īsk, “Which fraction is greater?” Have another student place the appropriate symbol in the box.įor additional practice, write the following problems on the board (without the symbols filled in). Note: Be sure students understand the above pattern only applies when the numerators are all 1. When ordering unit fractions from least to greatest, the fraction with the largest denominator has the smallest value. Have students use the Parallel Number Line worksheet. Have students discuss how to order each group of fractions from least to greatest. Write the following groups of fractions on the board: Fractions closest to 1 have numerators and denominators that are about equal.Fractions closest to have denominators that are about twice as great as their numerators, or the numerators are half as great as their denominators.Fractions closest to 0 have numerators that are very small in comparison to their denominators.

$compare using benchmark fractions$

Help students discover and describe the following patterns between the fractions in each column:

Do you see any patterns among the fractions in each column?”.

Provide parallel number lines ( M-4-3-1_Parallel Number Line Sheet.doc) or fraction circles for students to use. Have students analyze each fraction in relation to 0,, and 1. On the board or overhead transparency, write the following fractions: Have students fold a sheet of paper to create a three-column benchmark chart and record their answers in the chart. Tell them, “We will be comparing fractions to 0,, and 1.” Explain that benchmark fractions are commonly used fractions. Introduce the term benchmark fractions to students.

$compare using benchmark fractions$

Students’ responses will provide a quick check of their skills in comparing and ordering fractions. Encourage students to demonstrate their thinking using fraction circles, chips, 1-inch color tiles, pictures, or number lines. Also have students explain in their own words how they know that figure B represents a fraction that is less than the others and what it would take to make it equal or greater than one-half.

$compare using benchmark fractions$

Point out that figures A and C show two representations of one-half and are equal, although both the numerator and denominator in figure C are larger than those in figure A. Have a student name the fraction for the shaded part of each circle:Īsk “Which is more?” questions, starting with the samples on the board. Fractional parts of a whole unit must be equal in size.”ĭraw the following pictures on the board. A fraction represents part of a whole unit or part of a group of objects. Say to the class, “Let’s review some of the things we know about fractions. Note: Blank templates for fraction strips and fraction circles are available if needed ( M-4-3-1_Fraction Circle Template.doc and M-4-3-1_Fraction Strip Template.doc).

$compare using benchmark fractions$