Children use their knowledge of comparing fractions and order a set of three or more fractions.
If equivalent fractions are needed, then one denominator will be a multiple of the other(s) so that conversions will not be complicated. C
Bar models, fraction walls and number lines could be used to help children to see the relative sizes of the fractions, especially when conversions are needed.
Children can consider the position of a fraction relative to 0, 1/2 or 1 whole.
With extra reasoning sheet.
You can support your child with set of questions:
If a set of fractions all have the same denominator, how can you tell which is greatest?
If a set of fractions all have the same numerator, how can you tell which is greatest?
How can you use equivalent fractions to help?
What are all the denominators/numerators multiples of?
How can this help you find equivalent fractions?
Which of the fractions are greater than 1/2?
At first, children may need support to decide the best strategy when there are more than two fractions. Children may not look at both parts of the fractions when making their decisions about the order.
You might use these support sentences:
When fractions have the same denominator, one with the_____ numerator is the greatest fraction.
When fractions have the same numerator, the one with the ______ denominator is the greatest fraction.
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