 # Fickle Fractions

## Compare pairs of fractions to identify the largest or smallest in order to move through the maze. Earn a trophy for finding the right door.

##### Level 1Level 2Level 3Level 4Level 5DescriptionHelpMore Fractions Click on the largest
of these two fractions                     $$\frac{1}{2}$$

$$\frac{3}{8}$$

LARGEST

$$\frac{1}{2}$$

$$\frac{1}{6}$$

SMALLEST

$$\frac{6}{10}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{3}{5}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{1}{8}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{4}{10}$$

$$\frac{1}{2}$$

SMALLEST

$$\frac{1}{2}$$

$$\frac{2}{5}$$

LARGEST

$$\frac{1}{2}$$

$$\frac{3}{8}$$

SMALLEST

$$\frac{1}{6}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{3}{8}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{4}{6}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{1}{4}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{1}{2}$$

$$\frac{9}{10}$$

SMALLEST

$$\frac{2}{3}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{1}{2}$$

$$\frac{1}{8}$$

LARGEST

$$\frac{1}{2}$$

$$\frac{4}{6}$$

LARGEST

$$\frac{3}{8}$$

$$\frac{1}{2}$$

SMALLEST

$$\frac{1}{2}$$

$$\frac{4}{5}$$

SMALLEST

$$\frac{3}{8}$$

$$\frac{1}{2}$$

LARGEST

$$\frac{3}{8}$$

$$\frac{1}{2}$$

LARGEST

This is Fickle Fractions level 1. You can also try:
Level 2 Level 3 Level 4 Level 5

## Transum.org

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## Go Maths

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Scan the QR code below to visit the online version of this activity. Transum.org/go/?Num=863

## Description of Levels

Close Level 1 - Compare simple proper fractions with a half

Level 2 - Compare proper fractions where one denominator is a multiple of the other

Level 3 - Compare proper fractions with different denominators (one denominator is not a multiple of the other)

Level 4 - Compare fractions with large numerators and denominators by simplifying the fractions first.

Level 5 - Mixed questions

Fraction Lines - Sort a number of fractions (and decimals and percentages) in a line.

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## Curriculum Reference

See the National Curriculum page for links to related online activities and resources.

## Help Video

You may also find a Fraction Wall useful.

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