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.
#Color benchmark fractions how to
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.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. 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.
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).
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