We analyze the results of a study conducted for the purpose of assessing the viability of an alternative starting point for teaching fractions. The alternative is based on Freudenthal's insights about fraction as comparison. It involves portraying the entities that unit fractions quantify as always being apart from the reference unit, instead of as parts of an equally divided whole. The study consisted of interviewing 16 third-grade students on a series of fraction tasks that embody the proposed alternative starting point. The analysis supports regarding the proposed starting point as viable.