Comparing Negative Fractions and Mixed Numbers Practice
A 20-question practice set for 7th graders on ordering and comparing negative fractions and mixed numbers, with denominators under 6 and integers between -6 and 6. It includes 10 comparison problems (4 positive vs. negative, 6 negative vs. negative) and 10 ordering problems (3 with three numbers, 3 with four, 2 with five plus the remaining items), and opens with a key idea and worked example on which negative is smaller. It is well suited to a 30 to 45 minute independent or partner practice block.
Teacher Guide & Tips
- Introduce the number line idea first: for negatives, the number farther left is smaller, so the one with the larger absolute value is smaller. Work through the worked example together before students begin.
- Discussion question: Why is -1 3/4 smaller than -1 1/2 even though 1 3/4 is larger than 1 1/2? Ask students to explain using the number line.
- Scaffold for struggling readers: Have students convert each mixed number to an improper fraction or decimal first, and sketch a quick number line for each pair before deciding on the symbol.
- Extension for advanced students: Ask them to order a set of ten mixed negative numbers with unlike denominators, then explain a strategy that avoids converting every number to a common denominator.
- Estimated time: About 5 minutes for the key idea and example, and 25 to 35 minutes for the 20 problems.
Comparing Negative Fractions and Mixed Numbers Practice
A 20-question practice set for 7th graders on ordering and comparing negative fractions and mixed numbers, with denominators under 6 and integers between -6 and 6. It includes 10 comparison problems (4 positive vs. negative, 6 negative vs. negative) and 10 ordering problems (3 with three numbers, 3 with four, 2 with five plus the remaining items), and opens with a key idea and worked example on which negative is smaller. It is well suited to a 30 to 45 minute independent or partner practice block.
Teacher Guide & Tips
- Introduce the number line idea first: for negatives, the number farther left is smaller, so the one with the larger absolute value is smaller. Work through the worked example together before students begin.
- Discussion question: Why is -1 3/4 smaller than -1 1/2 even though 1 3/4 is larger than 1 1/2? Ask students to explain using the number line.
- Scaffold for struggling readers: Have students convert each mixed number to an improper fraction or decimal first, and sketch a quick number line for each pair before deciding on the symbol.
- Extension for advanced students: Ask them to order a set of ten mixed negative numbers with unlike denominators, then explain a strategy that avoids converting every number to a common denominator.
- Estimated time: About 5 minutes for the key idea and example, and 25 to 35 minutes for the 20 problems.