I need a strategy that does not include any drawings and is faster.

I have a strategy that is much more useful and faster. So you first have two fractions. Multiply the denominator to the other fraction's numerator, and then do the same thing to the other side. Compare both the products by moving the product above the numerator. The one with the greater number on top of the numerator will be bigger. For example: 1st Step) 3/5, 2/3 which one is bigger? 2nd Step) 3 x 3 = 9, 5 x 2 = 10 3rd Step) 9 < 10 So, 3/5 < 2/3

when it says ," Next we need to fill in 4 of the sixths to show 4/6 and 6 of the ninths show 6/9." am i the only one who doesn't understand that he/she is saying?

For that your teacher is probably asking you to shade in a model. If she said that she would want you to make a bar diagram or like a circle, you'd have to divide it into the denominater's number and shade in the numerater's number. *Example*: 1)Your teacher asks you to fill in... 2)You draw a diagram 3) You divide the diagram into the denominater's number 4)You shade in the numerater's number 5)There is *NO* step 5, it is that simple

Does the teacher see the questions or comments

I don't think so, but other people do, and if they know the answer to your question they'll tell you.

Main content

4th grade

Course: 4th grade > Unit 7

Lesson 3: Comparing fractions with unlike denominators visually

Visually comparing fractions review

Q: when it says ," Next we need to fill in 4 of the sixths to show 4/6 and 6 of the ninths show 6/9." am i the only one who doesn't understand that he/she is saying?

For that your teacher is probably asking you to shade in a model. If she said that she would want you to make a bar diagram or like a circle, you'd have to divide it into the denominater's number and shade in the numerater's number. *Example*: 1)Your teacher asks you to fill in... 2)You draw a diagram 3) You divide the diagram into the denominater's number 4)You shade in the numerater's number 5)There is *NO* step 5, it is that simple

Q: Does the teacher see the questions or comments

I don't think so, but other people do, and if they know the answer to your question they'll tell you.

Google Classroom

Review comparing fractions with fraction models and number lines, and try some practice problems.

Comparing fractions

We can compare fractions by seeing which one takes up a greater portion of the same whole.

Comparing fractions with fraction models

Let's look at an example.

Compare $\frac{4}{6}$ ‍ and $\frac{6}{9}$ ‍ with $>, <,$ ‍ or $=$ ‍.

First, let's divide two same-sized wholes into sixths and ninths.

Next. we need to fill in

4

of the sixths to show

\frac{4}{6}

and

6

of the ninths to show

\frac{6}{9}

The fractions represent the same portion of the whole. So, they are equal.

\frac{4}{6} = \frac{6}{9}

Want to learn more about comparing fractions with fraction models? Check out this video.

Comparing fractions with number lines

Let's look at an example.

Compare $\frac{5}{3}$ ‍ and $\frac{9}{6}$ ‍ with $>, <,$ ‍ or $=$ ‍.

Let's think about where each fraction is located on the number line.

\frac{5}{3}

is located to the right of

\frac{9}{6}

on the number line, so

\frac{5}{3}

is greater than

\frac{9}{6}

\frac{5}{3} > \frac{9}{6}

Want to learn more about comparing fractions with number lines? Check out this video.

Practice

Problem 1

Compare the fractions with $>, <,$ ‍ or $=$ ‍.
Hint: Think about how you would fill in each rectangle below to help you compare the fractions.

\frac{3}{4}

\frac{4}{5}

Want to try more problems like this? Check out this exercise.

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laxmi balami
Posted 7 years ago. Direct link to laxmi balami's post “I need a strategy that do...”
I need a strategy that does not include any drawings and is faster.
Button navigates to signup pageComment on laxmi balami's post “I need a strategy that do...”
(30 votes)
Answer
- Andrew
  Posted 3 years ago. Direct link to Andrew's post “I have a strategy that is...”
  I have a strategy that is much more useful and faster. So you first have two fractions. Multiply the denominator to the other fraction's numerator, and then do the same thing to the other side. Compare both the products by moving the product above the numerator. The one with the greater number on top of the numerator will be bigger.
  For example:
  
  1st Step)
  3/5, 2/3 which one is bigger?
  
  2nd Step) 3 x 3 = 9, 5 x 2 = 10
  
  3rd Step) 9 < 10
  
  So, 3/5 < 2/3
  Comment on Andrew's post “I have a strategy that is...”
  (33 votes)
Bellachristina4
Posted 7 years ago. Direct link to Bellachristina4's post “when it says ," Next we n...”
when it says ," Next we need to fill in 4 of the sixths to show 4/6 and 6 of the ninths show 6/9." am i the only one who doesn't understand that he/she is saying?
Button navigates to signup pageComment on Bellachristina4's post “when it says ," Next we n...”
(9 votes)
Answer
- ameliam
  Posted a year ago. Direct link to ameliam's post “For that your teacher is ...”
  For that your teacher is probably asking you to shade in a model. If she said that she would want you to make a bar diagram or like a circle, you'd have to divide it into the denominater's number and shade in the numerater's number.
  
  Example:
  
  1)Your teacher asks you to fill in...
  
  2)You draw a diagram
  
  3) You divide the diagram into the denominater's number
  
  4)You shade in the numerater's number
  
  5)There is NO step 5, it is that simple
  Comment on ameliam's post “For that your teacher is ...”
  (17 votes)
zengp2
Posted a year ago. Direct link to zengp2's post “do u guys like candy?”
do u guys like candy?
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- grace.hensley
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  Yes,i love 🤪
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Lanae
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I love this app It helps What to do this is fun like it helps people like i love this app thx for helping me.
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its a lot eisier than i thought!
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- Tylerඞ
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  really is though
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Lanae
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i love this app this is a good app for me it tell me what to do on the video😀
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clarahuang426
Posted 4 months ago. Direct link to clarahuang426's post “Does the teacher see the ...”
Does the teacher see the questions or comments
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(4 votes)
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- L. E.
  Posted 4 months ago. Direct link to L. E.'s post “I don't think so, but oth...”
  I don't think so, but other people do, and if they know the answer to your question they'll tell you.
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HarmonyG
Posted 7 months ago. Direct link to HarmonyG's post “so ez”
so ez
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joey.morris.ksod
Posted 3 months ago. Direct link to joey.morris.ksod's post “Why is some of this harde...”
Why is some of this harder than it should be
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Fatimah
Posted 3 years ago. Direct link to Fatimah's post “This helped alot but i am...”
This helped alot but i am still a bit confused
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- MATTHEWG
  Posted 23 days ago. Direct link to MATTHEWG's post “It is so easy”
  It is so easy
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