One of the ways to order fractions is to compare to 1/2 and/or to the whole. 5/6 is close to the whole (1/6 short), 7/12 is close to 1/2 (which is 6/12). 3/11 is smaller than 1/2. Therefore, from smallest to largest: 3/11, 7/12, 5/6.

Normally, I will ask my gal to confirm by using the model. Maybe I am more Kiasi and my gal is not strong in visualize it. Drawing this model will help them.

School method change denominator the same. But some change to big numbers how a P3 students know

Hi Michelle Yap Thank for yr help but my son dont know the model method.Hope u can explain to me .

Compare to half using the model .But how to see the different between 7/12 and 5/6 which is smaller

Yes, need to change denominator to the same so that they can compare. But somehow, some kids can't see the common denominator for the fraction (just like my gal). She needs time. So I teach that she each fraction should have the same length. And she has to draw into the pieces like what I did. 5/6 - 6 pieces 7/12 - 12 pieces 1/11 - 11 pieces From there, she has to shade the fraction out. Then she is able to see which is smallest and which is longest. Hope it helps. My gal also P3. 😊 have to think of a way to make her feel confident and easy.

Yr gal school using each method

They are using common denominator.

7/12 is close to half and 5/12 away from 1 whole but 5/6 is 1/6 (or 2/12) away from 1 whole. Although students should know how to convert to common denominators to compare fractions, it is equally important for students to have skills in estimation and visualisation. These allow students to have a sense of fractions, just like for number sense.

To help your child with fractions, you may want to create or buy fraction discs which are also used in schools. Playing with these discs will help them with understanding fraction sizes and a lot of other fraction concepts.

Agree with it. However, my gal cant twist her mind very fast. So at P3 level, I can advise her to use the "model" method and explain to her. Hope she can understand better.

3/11 is the only fraction less than half so its the smallest. Then 5/6 = 10/12, comparing between 10/12 and 7/12, 7/12 is smallest followed by 5/6. This is how they would have been taught in p3

The shaded portion should be able to see.

Compared the shaded part.

No because the sum of any 2 numbers cannot be found in the given numbers.

Hi. I do not understand why u wrote 2u

2u is to ease calculation when you work backwards. To avoid fraction or decimal.

Oh.. this is really a difficult question for me. Sorry to trouble u.

Do you have similar question for me to try again or to practice? Just curious. Hehe

You sound like you are a student.

Hi Adrian. Chloe is my daughter. I m Van. We share the same FB. Any questions she dun know will post here. I will help her to understand too. So i cn teach her. Sad to say my standard is not gd enough. So some i oso dun understand. Thats why asking for similar questions.

4:3:1

(b) Area of A+B = area of C+D (half the square), so D:C = 6:1.

One half is 4+3=7 portion. D is half - 1 portion. Thus, D = 7-1 = 6. 330 / 6 = 55. Area of square is (330+55) x 2.

Thanks.

:-)