MA.4.FR.1.4

Plot, order and compare fractions, including mixed numbers and fractions greater than one, with different numerators and different denominators.

Examples

because is greater than and is greater than .

Clarifications

Clarification 1: When comparing fractions, instruction includes using an appropriately scaled number line and using reasoning about their size.

Clarification 2: Instruction includes using benchmark quantities, such as 0, , , and 1, to compare fractions.

Clarification 3: Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, 16 and 100.

Clarification 4: Within this benchmark, the expectation is to use symbols (<, > or =).

General Information
Subject Area: Mathematics (B.E.S.T.)
Strand: Fractions
Status: State Board Approved

Benchmark Instructional Guide

• NA

Vertical Alignment

Previous Benchmarks

Next Benchmarks

Purpose and Instructional Strategies

The purpose of this benchmark is to understand the relative size of fractions. Students will plot fractions on the appropriate scaled number line, compare fractions using relational symbols, and order fractions from greatest to least or least to greatest. Work builds on conceptual understanding of the size of fractions from grade 3 (MA.3.FR.2.1) where students learned to compare fractions with common numerators or common denominators.
• Instruction may include helping students extend understanding by generating equivalent fractions with common numerators or common denominators to compare and order fractions.
• Instruction may include number lines, which will make a connection to using inch rulers 1 to measure to the nearest $\frac{\text{1}}{\text{6}}$ of one inch.
• Instruction may include using benchmark fractions and estimates to reason about the size of fractions when comparing them. Students can compare $\frac{\text{3}}{\text{5}}$ to $\frac{\text{1}}{\text{2}}$ by recognizing that 3 (in the numerator) is more than half of 5 (the denominator) so they can reason that $\frac{\text{3}}{\text{5}}$ > $\frac{\text{1}}{\text{2}}$
• Instruction includes fractions equal to and greater than one.

Common Misconceptions or Errors

• The student may mistake the fraction with the larger numerator and denominator as the larger fraction. The student may not pay attention to the relationship between the numerator and denominator when estimating.
• The student incorrectly judges that a mixed number like 1 $\frac{\text{3}}{\text{4}}$ is always greater than an improper fraction like $\frac{\text{17}}{\text{4}}$ because of the whole number in front.

Strategies to Support Tiered Instruction

• Instruction includes models that represent different numerators and denominators.
• For example, students think about fractions by reasoning about the size of the parts related to the numerator or denominator. Students compare $\frac{\text{1}}{\text{4}}$ to $\frac{\text{1}}{\text{2}}$ by recognizing that 1 (in the numerator) is less than half of 4 (the denominator) so they can reason that $\frac{\text{1}}{\text{4}}$< $\frac{\text{1}}{\text{2}}$
• This can also be shown with a model so that students can see the difference in the sizes of pieces when related to the whole.
• Instruction includes models and examples where fractions greater than one whole are represented in a mixed number and as an improper fraction.
• For example, students might think that $\frac{\text{7}}{\text{3}}$ is greater 1 than $\frac{\text{1}}{\text{4}}$ because of the whole number being represented. Instruction includes models to represent fractions that build conceptual understanding of fractions greater than 1.

• Use benchmark fractions and the number line below to compare the fractions $\frac{\text{12}}{\text{5}}$ and 2 $\frac{\text{7}}{\text{8}}$. In the space below the number line, record the results of the comparison using the <, > or = symbol.

Instructional Items

Instructional Item 1

Four soccer players started a game with the exact same amount of water in their water bottles. The table shows how much water each soccer player has left at the end of the game. Who has the least amount of water remaining?

• a. Jackie
• b. Laura
• c. Terri
• d. Amanda

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.

Related Courses

This benchmark is part of these courses.
5012060: Mathematics - Grade Four (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712050: Access Mathematics Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012055: Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current))
5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.4.FR.1.AP.4a: Explore mixed numbers and fractions greater than one.
MA.4.FR.1.AP.4b: Using visual models, compare fractions less than one with different numerators and different denominators. Denominators limited to 2, 3, 4, 6, 8 or 10.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Educational Games

Flower Power: An Ordering of Rational Numbers Game:

This is a fun and interactive game that helps students practice ordering rational numbers, including decimals, fractions, and percents. You are planting and harvesting flowers for cash. Allow the bee to pollinate, and you can multiply your crops and cash rewards!

Type: Educational Game

Fraction Quiz:

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

Type: Educational Game

Formative Assessments

Corn Farms:

Students compare two fractions with unlike denominators in the context of a word problem and record the comparison using an inequality symbol.

Type: Formative Assessment

Comparing Fractions Using Benchmark Fractions:

Students compare two fractions using benchmark fractions on a number line and record the comparison using the less than or greater than symbol.

Type: Formative Assessment

Comparing Four-Fifths and Three-Fourths:

Students consider the correctness of a model for comparing four-fifths to three-fourths.

Type: Formative Assessment

Compare Fractions:

Students are given three sets of fractions to compare and are asked to record the comparisons using the less than, greater than, or equal to symbols.

Type: Formative Assessment

Lesson Plans

Lessen the Litter:

Students will calculate the total amount of trash at different locations in the community to determine which location has the most trash and explore ways a community can work together to prevent future trash buildup in this integrated lesson plan.

Type: Lesson Plan

Ocean Heroes:

Students will learn ways to help keep the ocean clean by recycling and write letters to lobby government officials to support recycling programs. They will decide which materials are most important to recycle by looking at several characteristics of the materials including whether they are renewable or nonrenewable, if the material will decompose, and the amount of the materials currently being recycled in this MEA.

Type: Lesson Plan

Majority Rules:

Students will use the benchmark fraction ½ to estimate and compare fractions and make a connection to achieving a simple majority when voting during this integrated lesson.

Type: Lesson Plan

Slither Not in the Everglades! Python MEA:

This MEA will ask students to work in teams to help their client, The Florida Fish and Wildlife Conservation Commission, to decide which Burmese python traps manufacturing company to buy traps from. The traps will be placed along the Florida Keys and the Everglades to help prevent the growth of invasive Burmese Python population. The students will implement their knowledge of how plants, animals, and humans impact the environment, use mathematical and analytical problem-solving strategies, and be able report their finding in an organized, descriptive manner.

Type: Lesson Plan

This lesson asks students to recommend which cookie the owners of The Cookie Jar should add to their menu. Before they make their decision, the students have to convert fractions so they have like denominators. Once they have converted the fractions they will be able to see exactly how many people voted for each cookie and they can factor in that information along with additional cookie facts to make their final recommendation.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Fractions: Let's Compare:

The lesson is an application and extension of fraction comparison strategies, not an introduction.  While the beginning of the lesson has a review, the situational stories require students to read and analyze carefully.

Type: Lesson Plan

Comparing Fractions with Cupcakes:

In this Model Eliciting Activity, MEA, students will compare fractions with different denominators and add money using decimal notation to decide a procedure for ranking which cupcake a bakery should add to their menu.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Wondrous Water Parks:

This activity requires students to apply their knowledge of unit conversions, speed calculation, and comparing fractions to solve the problem of which water park their class should choose to go on for their 5th grade class trip.

Type: Lesson Plan

Out of Order?:

This lesson is a way for students to use benchmark fractions to get a conceptual understanding of comparing and ordering fractions.

Type: Lesson Plan

Fraction Line-up!:

Students will model and compare fraction pairs by writing an inequality.

Type: Lesson Plan

Gettin' Fancy with Fractions:

In this lesson, students engage in problem solving, a fraction sort activity and play the game "Fraction War" to practice and demonstrate understanding of using benchmark quantities when comparing fractions with different numerators and denominators.  This lesson is not intended as initial instruction on using benchmark quantities to compare fractions.  Instead, it may be useful for skill reinforcement, student engagement, and formative assessment of skill mastery.  Parts of this lesson could be revisited periodically as students build comfort and mastery comparing fractions.

Type: Lesson Plan

Looking for Patterns in a Sequence of Fractions:

Students generate and describe a numerical pattern using the multiplication and subtraction of fractions.

Type: Lesson Plan

Ordering Fractions:

Students work in groups to arrange sets of fraction cards from least to greatest using multiple strategies.  Fractions include those greater than one.

Type: Lesson Plan

Party Entertainment:

In this MEA, students will decide which entertainer an owner of an entertainment company should hire. They will base their decisions on information provided on resumes. Students will calculate the cost of hiring the entertainer (multiplication of whole numbers) as well as compare the statistics of their talent competitions and attendance turn-out (comparing fractions). Students will write letters to the owner of the entertainment company ranking the entertainers and providing explanation and justification of their strategy for doing so.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Playground Picks:

In this Model Eliciting Activity, MEA, students will work in groups to determine a procedure for ranking playground equipment to help a school purchase new equipment for their playground. Students will compare fractions with like and unlike denominators and numerators, make decisions based on information given in a data table, and write a letter to the school providing evidence for their decisions.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Original Student Tutorials

Comparing Fractions with Square Foot Gardens Part 2:

Use equivalent fractions to compare fractions in this garden-themed, interactive tutorials

This is Part 2 in a two-part series. Click to open Part 1,  “Mama’s Pizza, Butterflies, & Comparing Fractions.”

Type: Original Student Tutorial

Mama's Pizza, Butterflies, and Comparing Fractions Part 1:

Help a family settle an argument about who got the most pizza and which butterfly was longer by comparing fractions using benchmarks and area models, in this interactive tutorial.

Type: Original Student Tutorial

Perspectives Video: Teaching Idea

Using Manipulatives to Create Stem and Leaf Plots:

Unlock an effective teaching strategy for teaching stem and leaf plots in this Teacher Perspectives video for educators.

Type: Perspectives Video: Teaching Idea

Listing fractions in increasing size:

The fractions for this task have been carefully chosen to encourage and reward different methods of comparison. The first solution judiciously uses each of the following strategies when appropriate: comparing to benchmark fractions, finding a common denominator, finding a common numerator. The second and third solution shown use only either common denominators or numerators. Teachers should encourage multiple approaches to solving the problem. This task is mostly intended for instructional purposes, although it has value as a formative assessment item as well.

Comparing two different pizzas:

The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion.

Comparing Sums of Unit Fractions:

The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task. Notice that students are not asked to find the sum so this may be given to students who are limited to computing sums of fractions with the same denominator. Rather, they need to apply a firm understanding of unit fractions (fractions with one in the numerator) and reason about their relative size.

Using Benchmarks to Compare Fractions:

This task is intended primarily for instruction. The goal is to provide examples for comparing two fractions, 1/5 and 2/7 in this case, by finding a benchmark fraction which lies in between the two. In Melissa's example, she chooses 1/4 as being larger than 1/5 and smaller than 2/7.

Which is Closer to 1?:

The purpose of this task is for students to identify which fraction is closest to the whole number 1.

Tutorial

Comparing Fractions:

This tutorial for student audiences will assist learners with a further understanding that fractions are a way of showing part of a whole. Yet some fractions are larger than others. So this tutorial will help to refresh the understanding for the comparison of fractions. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving.

Type: Tutorial

STEM Lessons - Model Eliciting Activity

Comparing Fractions with Cupcakes:

In this Model Eliciting Activity, MEA, students will compare fractions with different denominators and add money using decimal notation to decide a procedure for ranking which cupcake a bakery should add to their menu.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Party Entertainment:

In this MEA, students will decide which entertainer an owner of an entertainment company should hire. They will base their decisions on information provided on resumes. Students will calculate the cost of hiring the entertainer (multiplication of whole numbers) as well as compare the statistics of their talent competitions and attendance turn-out (comparing fractions). Students will write letters to the owner of the entertainment company ranking the entertainers and providing explanation and justification of their strategy for doing so.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Playground Picks:

In this Model Eliciting Activity, MEA, students will work in groups to determine a procedure for ranking playground equipment to help a school purchase new equipment for their playground. Students will compare fractions with like and unlike denominators and numerators, make decisions based on information given in a data table, and write a letter to the school providing evidence for their decisions.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Slither Not in the Everglades! Python MEA:

This MEA will ask students to work in teams to help their client, The Florida Fish and Wildlife Conservation Commission, to decide which Burmese python traps manufacturing company to buy traps from. The traps will be placed along the Florida Keys and the Everglades to help prevent the growth of invasive Burmese Python population. The students will implement their knowledge of how plants, animals, and humans impact the environment, use mathematical and analytical problem-solving strategies, and be able report their finding in an organized, descriptive manner.

This lesson asks students to recommend which cookie the owners of The Cookie Jar should add to their menu. Before they make their decision, the students have to convert fractions so they have like denominators. Once they have converted the fractions they will be able to see exactly how many people voted for each cookie and they can factor in that information along with additional cookie facts to make their final recommendation.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Wondrous Water Parks:

This activity requires students to apply their knowledge of unit conversions, speed calculation, and comparing fractions to solve the problem of which water park their class should choose to go on for their 5th grade class trip.

MFAS Formative Assessments

Compare Fractions:

Students are given three sets of fractions to compare and are asked to record the comparisons using the less than, greater than, or equal to symbols.

Comparing Four-Fifths and Three-Fourths:

Students consider the correctness of a model for comparing four-fifths to three-fourths.

Comparing Fractions Using Benchmark Fractions:

Students compare two fractions using benchmark fractions on a number line and record the comparison using the less than or greater than symbol.

Corn Farms:

Students compare two fractions with unlike denominators in the context of a word problem and record the comparison using an inequality symbol.

Original Student Tutorials Mathematics - Grades K-5

Comparing Fractions with Square Foot Gardens Part 2:

Use equivalent fractions to compare fractions in this garden-themed, interactive tutorials

This is Part 2 in a two-part series. Click to open Part 1,  “Mama’s Pizza, Butterflies, & Comparing Fractions.”

Mama's Pizza, Butterflies, and Comparing Fractions Part 1:

Help a family settle an argument about who got the most pizza and which butterfly was longer by comparing fractions using benchmarks and area models, in this interactive tutorial.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorials

Comparing Fractions with Square Foot Gardens Part 2:

Use equivalent fractions to compare fractions in this garden-themed, interactive tutorials

This is Part 2 in a two-part series. Click to open Part 1,  “Mama’s Pizza, Butterflies, & Comparing Fractions.”

Type: Original Student Tutorial

Mama's Pizza, Butterflies, and Comparing Fractions Part 1:

Help a family settle an argument about who got the most pizza and which butterfly was longer by comparing fractions using benchmarks and area models, in this interactive tutorial.

Type: Original Student Tutorial

Educational Games

Flower Power: An Ordering of Rational Numbers Game:

This is a fun and interactive game that helps students practice ordering rational numbers, including decimals, fractions, and percents. You are planting and harvesting flowers for cash. Allow the bee to pollinate, and you can multiply your crops and cash rewards!

Type: Educational Game

Fraction Quiz:

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

Type: Educational Game

Listing fractions in increasing size:

The fractions for this task have been carefully chosen to encourage and reward different methods of comparison. The first solution judiciously uses each of the following strategies when appropriate: comparing to benchmark fractions, finding a common denominator, finding a common numerator. The second and third solution shown use only either common denominators or numerators. Teachers should encourage multiple approaches to solving the problem. This task is mostly intended for instructional purposes, although it has value as a formative assessment item as well.

Comparing two different pizzas:

The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion.

Comparing Sums of Unit Fractions:

The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task. Notice that students are not asked to find the sum so this may be given to students who are limited to computing sums of fractions with the same denominator. Rather, they need to apply a firm understanding of unit fractions (fractions with one in the numerator) and reason about their relative size.

Using Benchmarks to Compare Fractions:

This task is intended primarily for instruction. The goal is to provide examples for comparing two fractions, 1/5 and 2/7 in this case, by finding a benchmark fraction which lies in between the two. In Melissa's example, she chooses 1/4 as being larger than 1/5 and smaller than 2/7.

Which is Closer to 1?:

The purpose of this task is for students to identify which fraction is closest to the whole number 1.

Tutorial

Comparing Fractions:

This tutorial for student audiences will assist learners with a further understanding that fractions are a way of showing part of a whole. Yet some fractions are larger than others. So this tutorial will help to refresh the understanding for the comparison of fractions. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving.

Type: Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Listing fractions in increasing size:

The fractions for this task have been carefully chosen to encourage and reward different methods of comparison. The first solution judiciously uses each of the following strategies when appropriate: comparing to benchmark fractions, finding a common denominator, finding a common numerator. The second and third solution shown use only either common denominators or numerators. Teachers should encourage multiple approaches to solving the problem. This task is mostly intended for instructional purposes, although it has value as a formative assessment item as well.

Comparing two different pizzas:

The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion.

Comparing Sums of Unit Fractions:

The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task. Notice that students are not asked to find the sum so this may be given to students who are limited to computing sums of fractions with the same denominator. Rather, they need to apply a firm understanding of unit fractions (fractions with one in the numerator) and reason about their relative size.

Using Benchmarks to Compare Fractions:

This task is intended primarily for instruction. The goal is to provide examples for comparing two fractions, 1/5 and 2/7 in this case, by finding a benchmark fraction which lies in between the two. In Melissa's example, she chooses 1/4 as being larger than 1/5 and smaller than 2/7.

Which is Closer to 1?:

The purpose of this task is for students to identify which fraction is closest to the whole number 1.