Fractions may be sequenced by counting using fractions of a single denominator. Students will need to learn how to transition to each new whole as it is reached.
Fractions may look superficially like whole numbers, but in fact represent significantly different mathematical objects. Children will need help to become familiar with how the fraction pieces interact with whole numbers.
By using a number line, children can be introduced to the idea of progressively adding fraction pieces, making up complete wholes as each one is reached in the sequence.
As with counting in base ten, it is the “regrouping” that takes place at each transition that is the trickiest for students to understand. These points will need extra time and attention to ensure that students understand what is happening. Note the common ideas in these two different sequences:
In both cases, there is a point in the sequence when a new “group” is formed. In the first example it is a ten, in the second example it is a new whole.