use common multiples to express fractions in the
same denomination and compare and order
fractions (less than 1)
1
3
4
2 Adam is thinking of a number.
Write a number that is:
a)
a multiple of 3 and a multiple of 5
His number is a multiple of 4 and a multiple of
6.
b)
a multiple of 4 and a multiple of 10
What is the smallest number Adam could be
thinking of?
c)
a multiple of 3 and a multiple of 4 and a multiple of 8
2 or 3 ?
Explain how you know.
3
5
Which is bigger
Order the fractions from smallest to largest.
3
4
9
10
3
5
16
20
smallest
largest
5 Look at these signs.
<
Write the correct sign in each box.
=
>
a)
5
6
3
4
d)
5
7
7
10
b)
2
3
7
10
e)
7
12
5
8
c)
6
8
f)
5
9
v1 created 25/1/17
9
12
3
5
use
common multiples
express fractions
in the same denomination
Calculating
withto fractions
- Practice
Sheet 1 and compare
and order fractions (less than 1)
Teacher’s
notes
Teacher’s
notes
Useful interactive games to teach the skills needed to compare and order fractions:
http://mathsframe.co.uk/en/resources/resource/134/
comparing_fractions_decimals_and_percentages
Compare fractions with other fractions, decimals or percentages, or with any combination of the three.
http://mathsframe.co.uk/en/resources/resource/56/
placing_fractions_and_decimals_on_a_number_line
Position fractions on a number line.
http://mathsframe.co.uk/en/resources/resource/132/equivalent_fractions
Drag the digit card to make the equivalent fraction.
http://mathsframe.co.uk/en/resources/resource/139/
order_fractions_decimals_and_percentages
Order fractions, decimals or percentages, or any combination of the three.
http://mathsframe.co.uk/en/resources/resource/231/
convert_improper_fractions_to_mixed_numbers
Convert improper fractions to mixed numbers. Uses a number line to make
the link to division. Also provides a visual representation of the regrouping
of fractions into ‘ones’.
There are many more games that help develop an understanding of fractions here: http://mathsframe.co.uk/en/resources/
category/18/fractions_decimals_and_percentages
Answers: 1) accept any number that is a multiple of both eg a) 15, 30 etc b) 40, 60 etc c) 24, 48
2) 12 3) 2/3 = 10/15, 3/5 = 9/15, so 2/3 is bigger 4) 3/5 (12/20), 3/4 (15/20), 16/20, 9/10 (18/20)
4 a) > b) < c) = d) > e) < f) <
v1 created 25/1/17