Display the learning object L2803 Fraction fiddle: comparing non-unit fractions to the class on an interactive whiteboard (or projector and screen).
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Work through a task together, pausing for students to make predictions.
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Which fraction do you think is smaller/larger?
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Why do you think that?
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Encourage students to notice the relationships between the numerator/denominator and the construction of the fraction bar.
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What happens to the bar as the denominator gets larger?
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What happens to the bar as the numerator gets larger?
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Encourage students to notice the position of the fractions on the number line.
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Look where \(\frac{3}{4}\) is located. Where would \(\frac{1}{4}\) be? What about \(\frac{1}{2}\)?
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Is \(\frac{2}{5}\) going to be closer to 1 than \(\frac{3}{4}\) or further away? Why do you think so?
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Students can work in pairs at computers to complete a set of tasks. The printed record of their findings can be the basis of further discussions about strategies for solving similar tasks without the learning object.
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What can you do to help you work out which fraction is larger or smaller?
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Why can’t you decide just by looking at the denominators?