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Fractions as numbers

There are several concepts that support a sense of fractions as numbers, and that also support the development of strategies for comparing the size of fractions.

Students should be able to:

• reason that the larger the denominator of a fraction, the smaller the parts of the whole. This leads to a useful strategy for comparing the relative size of unit fractions with different denominators, such as $$\frac{1}{4}$$ and $$\frac{1}{6}$$
• understand that the larger the difference between the numerator and the denominator, the closer the fraction is to zero; for example: $$\frac{1}{4}$$ is close to 0, and $$\frac{1}{8}$$ is even closer.
Similarly, the smaller the difference between the numerator and the denominator, the closer the fraction is to one whole; for example: $$\frac{6}{8}$$ is close to 1, and $$\frac{7}{8}$$ is even closer
• count by fractions of the same denominator (e.g. $$\frac{1}{4}$$, $$\frac{2}{4}$$, $$\frac{3}{4}$$, $$\frac{4}{4}$$, $$\frac{5}{4}$$)
• realise that fractions are numbers and therefore have a position on a number line.

Sequencing and counting

Students develop strategies for placing fractions on a number line in relation to other fractions and to whole numbers, up to 1 and beyond 1.

Comparing unit fractions

The digital learning object supports students in making connections between the written unit fraction, a length representation of the fraction and the fraction’s position on the number line.