Objectives
Students should understand and explain that two fractions are equivalent (equal) if they are the same size or the same point on a number line. They can compare and express the relationships between two fractions using the symbols <, =,="" or=""> and justify the conclusions by using a visual fraction model.
Vocabulary
equivalent fractions
improper fractions
Once students understand equivalence, they can begin to order fractions according to their size.
Students should recognize that, as with whole numbers, when ordering fractions the larger of two fractions is located farther to the right on the number line.
Write a comparison statement to order the fractions from least to greatest.
(25/12), (13/12), (9/10), (13/5)
Answer: (9/10) < (13/12)="">< (25/12)=""><>(13/5)
Two fractions are equivalent (equal) if they are the same size or are located at the same point on a number line.
Students reason about the size of two fractions by observing the length of each unit fraction on the number line. They write a comparison statement ordering two fractions using the symbols < ,="," or="">.
This lesson addresses improper fractions only in terms of describing fractions greater than 1. Converting improper fractions into mixed numbers does not appear until after students have become familiar with adding fractions.
