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Comparing and Ordering Fractions Worksheet

Comparing and ordering fractions worksheet helps students practice comparing and ordering fractions in a simple and engaging way. Learners will compare fractions using the symbols >, <, and =, identify the greater or smaller fraction, and arrange fractions in ascending and descending order. The worksheet includes a mix of like fractions, unlike fractions to build strong conceptual understanding. It supports the development of number sense, critical thinking, and confidence with fractions. This worksheet ideal for Grade 3 to 6, test preparation, and daily math practice.

1. Replace ✸ by symbols >, < or to make each statement true:

(i) $\frac{2}{3}$ ✸ $\frac{5}{6}$

(ii) $\frac{7}{15}$ ✸ $\frac{3}{10}$

(iii) 3$\frac{2}{5}$ ✸ $\frac{8}{3}$

(iv) $\frac{5}{6}$ ✸ $\frac{7}{10}$

(v) $\frac{25}{30}$ ✸ $\frac{42}{50}$

(vi) $\frac{12}{21}$ ✸ $\frac{9}{14}$

2. Which is greater?

(i) $\frac{4}{9}$ or $\frac{5}{8}$

(ii) $\frac{2}{15}$ or $\frac{3}{17}$

(iii) $\frac{3}{5}$ or $\frac{2}{7}$

(iv) $\frac{5}{12}$ or $\frac{6}{11}$

(v) $\frac{3}{8}$ or $\frac{5}{9}$

(vi) $\frac{4}{7}$ or $\frac{5}{9}$

3. Which is smaller?

(i) $\frac{2}{3}$ or $\frac{3}{4}$

(ii) $\frac{8}{15}$ or $\frac{13}{17}$

(iii) $\frac{7}{11}$ or $\frac{9}{13}$

(iv) $\frac{5}{7}$ or $\frac{7}{8}$

(v) $\frac{3}{8}$ or $\frac{4}{5}$

(vi) $\frac{7}{13}$ or $\frac{5}{7}$

4. Arrange the following fractions in ascending order:

(i) $\frac{1}{4}$, $\frac{7}{8}$, $\frac{5}{12}$

(ii) $\frac{5}{6}$, $\frac{1}{5}$, $\frac{9}{10}$

(iii) $\frac{4}{5}$, $\frac{8}{15}$, $\frac{3}{10}$

(iv) $\frac{9}{16}$, $\frac{3}{20}$, $\frac{6}{7}$

(v) $\frac{1}{5}$, $\frac{2}{3}$, $\frac{7}{10}$, $\frac{5}{6}$

(vi) $\frac{7}{8}$, $\frac{3}{4}$, $\frac{15}{16}$, $\frac{11}{12}$

5. Arrange the following fractions in descending order:

(i) $\frac{3}{4}$, $\frac{5}{6}$, $\frac{7}{8}$

(ii) $\frac{2}{5}$, $\frac{1}{9}$, $\frac{3}{8}$

(iii) $\frac{2}{3}$, $\frac{1}{5}$, $\frac{9}{10}$

(iv) $\frac{5}{14}$, $\frac{13}{28}$, $\frac{17}{42}$

(v) $\frac{7}{15}$, $\frac{9}{10}$, $\frac{8}{9}$, $\frac{13}{18}$

(vi) $\frac{3}{11}$, $\frac{5}{22}$, $\frac{13}{33}$, $\frac{21}{44}$

6. In a restaurant at one table, a pizza was cut into 9 pieces and 4 of these were eaten. At another table, a pizza was cut into 11 pieces and 7 were eaten. Was more pizza eaten at the first table or the second?

7. Michael studied for $\frac{3}{6}$ of an hour, while Elizabeth studied for $\frac{3}{4}$ of an hour. Who studied, for a longer time?

8. In 10th standard, section-A of 40 students, 32 passed in first class; in section-B of 30 students, 25 passed in first class. In which section of 10th standard, was a greater fraction of students getting first class?