Comparing Fractions to Benchmark of 1/2

The video tutorial teaches how to compare fractions to the benchmark fraction 1/2 using visual models. It explains the concepts of numerator and denominator, and demonstrates how to determine if a fraction is greater or less than 1/2. The tutorial uses examples like 5/8 and 2/3, showing their representation as part of a set, a whole, and on a number line. A real-life classroom scenario is used to illustrate the application of these concepts, where students determine if they get extra recess based on the fraction of homework completed.

What is the role of the numerator in a fraction?

• It indicates the number of equal parts being considered.

• It represents the total number of parts.

• It shows the fraction as a whole number.

• It is always larger than the denominator.

How can fractions be visually represented?

• As a whole number.

• Only on a number line.

• As part of a whole, part of a set, or on a number line.

• Using only pie charts.

When comparing 5/8 to 1/2, which is greater?

• 5/8 is less than 1/2.

• 5/8 is equal to 1/2.

• 5/8 is greater than 1/2.

• 5/8 cannot be compared to 1/2.

In the context of the video, what does it mean if a fraction is closer to 1?

• The fraction is less than 1/2.

• The fraction is exactly 1.

• The fraction is greater than 1/2.

• The fraction is equal to 1/2.

If 2/3 of the class did their homework, will they get extra recess?

• No, because 2/3 is less than 1/2.

• Yes, because 2/3 is greater than 1/2.

• Yes, because 2/3 is less than 1/2.

• No, because 2/3 is equal to 1/2.

How can you visually compare 2/3 to 1/2?

• By using only bar graphs.

• By using only pie charts.

• By using a set, part of a whole, and a number line.

• By using only a number line.

What is the purpose of comparing fractions to a benchmark fraction like 1/2?

• To find the exact value of the fraction.

• To understand the size of the fraction relative to 1.

• To determine if the fraction is a whole number.

• To convert the fraction into a decimal.