The more parts the whole is divided into, the smaller the parts (e.g., 1/5 < 1/3).
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The student will a) name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths; b) represent fractional parts with models and with symbols; and c) compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models.
Using models when comparing unit fractions builds a mental image of fractions and the understanding that as the number of pieces of a whole increases, the size of one single piece decreases (i.e., the larger the denominator the smaller the piece; therefore, 1/3 > 1/4).
Using same-size fraction pieces, from region/area models or length/measurement models, count the pieces (e.g., one-fourth, two-fourths, three-fourths, etc.) and compare those pieces to one whole (e.g., four-fourths will make one whole; one-fourth is less than a whole). (c)
Compare unit fractions for halves, fourths, eighths, thirds, and sixths, using words (greater than, less than or equal to) and symbols (>, <, =), with models. (c)
In a set model, the set represents the whole and each item represents an equivalent part of the set.