Place Value, Fractions, and Algebra: Improving Content Learning through the Practice Standards

CONTENTS OF CURRICULUM UNIT 14.05.02

  1. Unit Guide
  1. Introduction
  2. Background
  3. Math Content
  4. Naming the Unit
  5. Unit Fraction
  6. Models to Use with Fractions
  7. Area Model (bold)
  8. Linear Model
  9. Comparing Fractions with Like Denominators
  10. Addition and Subtraction of Fractions with Like Denominators
  11. Renaming Fractions
  12. Comparing Fractions with Unlike Denominators
  13. Strategies
  14. Activities
  15. Appendix 1
  16. Appendix 2
  17. Appendix 3
  18. Bibliography
  19. Notes

Fractions Aren't So Scary! Using the Unit Fraction to Ease the Fear

Josephine Carreno

Published September 2014

Tools for this Unit:

Comparing Fractions with Unlike Denominators

Comparing fractions with unlike denominators can be difficult for some students. I suggest reading the section on equivalent fractions before attempting the comparison of fractions with unlike denominators. However if students are confident with the area model then they can master comparing fractions with unlike denominators. The number ray can also be used; however, for this unit I will only use the area model for comparison of fractions with unlike denominators. The technique that will be illustrated can be used to derive the cross multiplication algorithm, and provides a justification for that algorithm. Many people know the "trick" to cross multiply to compare fractions with unlike denominators. However it is not just a trick! There is reasoning behind why it works! Let's compare the fractions "two-thirds" and "three-fifths". They do not have the same unit, denominator, but we can still compare them. We know that we need to illustrate thirds and fifths. The area model will function like a multiplication array (figure 25). We will create an area model with thirds first. Shade the fraction that is being compared. In this case we will shade "two-thirds" in yellow. Using the same area model, we will then divide to show fifths. The equal horizontal strips are each 1/5 of the whole. We are again using repeated subdivision. 12 Essentially, it is creating an equivalent fraction. Once you have the area model divided in "one-fifths", shade the fraction being compared. I have shaded three-fifths in stripes.

image 14.05.02.26

You have created an area model with fifteen equal parts. Each rectangle now represents "one-fifteenth" of the whole. Students can connect three multiplied by five equals fifteen with "one-third" multiplied by "one-fifth" equals "one-fifteenth". You can see that "ten-fifteenths" is equal to "two-thirds" and that "nine-fifteenths" is equal to "three-fifths". This area model in itself is the illustration of the cross multiplication algorithm we are so familiar with. The new numerators of the fractions are the products of the numerator of one fraction and the denominator of the other fraction. Now we can compare easily.

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