6. Write a fraction that is the same size as the one given.

Showing these equivalents for frequently used fractions helps to build up a visual memory that students can recall when they use standard methods from the texts to write equivalent fractions.

7-8. Put these fractions in the right space on the chart below.

These questions help students get a sense of the size of different fractions. Ask, "How do you know this is in the right place?"

9. Write these fractions in order from smallest to biggest. 7/8, 1/12, 5/4, 3/3.

By using the skills from the previous two examples, students can do this question without having to change everything to a common denominator. 1/12 is less than half, 7/8 is more than half, 3/3 is equal to 1 and 5/4 is larger than 1. Nice to show that an understanding of fractions can help students do mentally what would take a lot of work and the possibility of many errors to do by the standard method of changing to a common denominator.

10. Reduce to lowest terms. This means to write an equal fraction with a bottom number as low as possible.

For example: 2⁄4 = 1⁄2

11. Circle the question if the answer will be more than 1.

This skill can help with estimating answers to addition and subtraction questions before you do them, or with making a quick check to see if an answer is reasonable after doing an adding or subtracting question. Ask, "How do you know your answer is right?"

12-19.

Students may use these demonstrations as a way of understanding whatever algorithm they use to do questions of these types.