Fractions · Grades 3, 4

Comparing Fractions: Which One Is Bigger?

Quick answer

When two fractions have the same bottom number, the one with the bigger top number is bigger. When they have the same top number, the one with the smaller bottom number is bigger, because fewer parts means bigger parts. When neither matches, give both the same bottom number and compare the tops, or cross multiply and compare the two products.

What you'll learn

  • Compare two fractions that share a top number or a bottom number
  • Compare any two fractions using a common denominator
  • Use one half as a benchmark to compare quickly

When the bottom numbers match

This is the quick case. The parts are the same size, so you only count them.

Five eighths is bigger than three eighths Two bars of equal length, each split into eight parts. The top bar has five parts shaded and the bottom bar has three. The top bar's shading reaches further. 58 38
Five eighths is bigger than three eighths
58>38\frac{5}{8} > \frac{3}{8}

Five slices beat three slices when the slices are the same size.

Why a bigger bottom number makes a smaller fraction

This is the part that surprises people. When the tops match, the bigger bottom number is the smaller fraction.

One third is bigger than one fifth Two bars of equal length. The top bar is split into three parts with one shaded. The bottom bar is split into five parts with one shaded. The shaded part of the top bar is visibly wider. 13 15
One third is bigger than one fifth
13>15\frac{1}{3} > \frac{1}{5}

Cut a bar into three parts and each part is fat. Cut the same bar into five and each part is thin. One fat part is more than one thin part.

Think of sharing a pizza. Three friends get more each than five friends do.

When nothing matches

Now you have to do a little work. There are two good ways.

Give them the same bottom number

Rewrite both fractions so their bottom numbers agree, using equivalent fractions. Then you are back in the first case.

Compare 23\tfrac{2}{3} and 35\tfrac{3}{5}. Multiply the bottom numbers to get 1515.

23=101535=915\frac{2}{3} = \frac{10}{15} \qquad \frac{3}{5} = \frac{9}{15} 1015>915so23>35\frac{10}{15} > \frac{9}{15} \quad\text{so}\quad \frac{2}{3} > \frac{3}{5}

The bars agree:

Two thirds is a little bigger than three fifths Two bars of equal length. The top bar is split into three parts with two shaded. The bottom bar is split into five parts with three shaded. The top bar's shading reaches slightly further. 23 35
Two thirds is a little bigger than three fifths

Cross multiply

Multiply each top number by the other bottom number. The bigger product sits with the bigger fraction.

2×5=103×3=92 \times 5 = 10 \qquad 3 \times 3 = 9

The 1010 came from the top of 23\tfrac{2}{3}, and 10>910 > 9, so 23\tfrac{2}{3} is bigger.

This is the same work as the first way, with the shared bottom number left out. You never needed it, because both fractions would have had it.

The one half check

Before doing any of that, glance at 12\tfrac{1}{2}. It splits the fractions into two camps.

A fraction is more than 12\tfrac{1}{2} when its top number is more than half its bottom number.

FractionHalf of the bottomMore than a half?
58\tfrac{5}{8}44yes, since 5>45 > 4
37\tfrac{3}{7}3.53.5no, since 3<3.53 < 3.5
712\tfrac{7}{12}66yes, since 7>67 > 6

If one fraction is above 12\tfrac{1}{2} and the other is below, you are done in seconds. If both sit on the same side, fall back to a common bottom number.

Worked examples

Common mistakes

Where this goes next

Comparing is the first half of adding. To add fractions you also need a shared bottom number, so the work you did here is the same work you will do there.

Putting fractions on a number line makes the order visible: whichever fraction sits further right is the bigger one.

Practice problems

  1. Which is bigger, 27\tfrac{2}{7} or 57\tfrac{5}{7}?

    Answer

    57\tfrac{5}{7}

    Full solution

    The bottom numbers match, so compare the tops. Five sevenths is five parts and two sevenths is two, so 57\tfrac{5}{7} is bigger.

  2. Which is bigger, 16\tfrac{1}{6} or 14\tfrac{1}{4}?

    Hint

    Which cuts the bar into bigger pieces?

    Answer

    14\tfrac{1}{4}

    Full solution

    Quarters are bigger than sixths, because four cuts make fatter parts than six. One quarter beats one sixth.

  3. Which is bigger, 23\tfrac{2}{3} or 56\tfrac{5}{6}?

    Answer

    56\tfrac{5}{6}

    Full solution

    Rewrite 23\tfrac{2}{3} as 46\tfrac{4}{6}. Then 56>46\tfrac{5}{6} > \tfrac{4}{6}.

  4. Which is bigger, 38\tfrac{3}{8} or 25\tfrac{2}{5}?

    Hint

    Cross multiply.

    Answer

    25\tfrac{2}{5}

    Full solution

    3×5=153 \times 5 = 15 and 2×8=162 \times 8 = 16. The 1616 belongs to 25\tfrac{2}{5}, so 25\tfrac{2}{5} is bigger.

  5. Is 511\tfrac{5}{11} more or less than a half?

    Answer

    Less.

    Full solution

    Half of 1111 is 5.55.5, and the top number 55 is under that. So 511\tfrac{5}{11} is less than a half.

  6. Order 14\tfrac{1}{4}, 38\tfrac{3}{8} and 12\tfrac{1}{2} from smallest to biggest.

    Answer

    14<38<12\tfrac{1}{4} < \tfrac{3}{8} < \tfrac{1}{2}

    Full solution

    Rewrite all three in eighths: 28\tfrac{2}{8}, 38\tfrac{3}{8} and 48\tfrac{4}{8}.

    The tops now sort themselves: 2<3<42 < 3 < 4.

  7. Which is bigger, 710\tfrac{7}{10} or 23\tfrac{2}{3}?

    Answer

    710\tfrac{7}{10}

    Full solution

    Cross multiply: 7×3=217 \times 3 = 21 and 2×10=202 \times 10 = 20. The 2121 belongs to 710\tfrac{7}{10}, so it is the bigger one.

  8. Sam ate 35\tfrac{3}{5} of a bar. Lena ate 58\tfrac{5}{8} of the same size bar. Who ate more?

    Hint

    Both are over a half, so the half check will not settle it.

    Answer

    Lena.

    Full solution

    Cross multiply: 3×8=243 \times 8 = 24 and 5×5=255 \times 5 = 25. The 2525 belongs to 58\tfrac{5}{8}, so Lena ate more — but only a little.

  9. Fill in the blank with << or >>: 44 _ 78\tfrac{4}{4} \ \_\ \tfrac{7}{8}.

    Answer

    >>

    Full solution

    44\tfrac{4}{4} is four parts out of four, which is the whole bar, or 11.

    78\tfrac{7}{8} is one eighth short of the whole bar. So 44>78\tfrac{4}{4} > \tfrac{7}{8}.

  10. Ana says 29\tfrac{2}{9} is bigger than 25\tfrac{2}{5}, because 99 is bigger than 55. What would you tell her?

    Hint

    Draw both bars, or think about sharing.

    Answer

    She has it backwards. 25\tfrac{2}{5} is bigger.

    Full solution

    The bottom number counts how many parts the whole was cut into. Nine parts are thinner than five parts, so two ninths is less bar than two fifths.

    Sharing shows it: two slices from a pizza cut for nine people is less food than two slices from a pizza cut for five.

Frequently asked questions

How do I compare fractions with the same bottom number?

Compare the top numbers. The parts are the same size, so more parts means more amount. Five eighths is bigger than three eighths.

Why is one third bigger than one fifth?

Cutting a bar into three parts makes bigger parts than cutting it into five. Fewer parts means each part is bigger, so one of them is a bigger amount.

How do I compare fractions with different bottom numbers?

Rewrite both with the same bottom number, then compare the tops. Or cross multiply: the bigger product belongs to the bigger fraction.

What is the one half trick?

Check each fraction against one half. If the top number is more than half the bottom number, the fraction is bigger than one half. A fraction above one half beats one below it.

What to learn next

Key terms in this lesson

Denominator
The denominator is the bottom number of a fraction. It says how many equal parts the whole was cut into, which fixes how big each part is.

Standards alignment

This lesson covers the following Common Core State Standards for Mathematics.

  • CCSS.MATH.CONTENT.3.NF.A.3dNumber and Operations—FractionsCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
  • CCSS.MATH.CONTENT.4.NF.A.2Number and Operations—FractionsCompare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.