Examples of what pupils should know and be able to do
Find the larger of 
and 
:
- using common denominators:
is 
, is 
, so is larger; - using decimals:
is 0.875, is 0.8, so is larger.
Position fractions on a number line. Which is greater, 0.23 or 
? Which fraction is exactly halfway between 
and 
?
Probing questions
Which is larger, or 
, and
how do you know?
Give me a fraction that is close to one half. How would you find one that is closer?
How do you change a fraction into a decimal?
What if pupils find this a barrier?
If necessary revisit ideas of equivalence:
- between fractions;
- between fractions and decimals.
See Step 6.
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